THE SPOTLIGHT
An official newsletter of the Marang Group for Research in Mathematics and Science Education, University of the Witwatersrand, Johannesburg, south Africa.
January 2024 - April 2025 Edition
From the Director’s office
I am thrilled to announce an important initiative we’ve launched to reinvigorate the Marang space, an area that had experienced a period of inactivity. As Director, I took the lead in establishing the SoLTMAC (Scholarship of Learning and Teaching Marang Authentic Conversations) project. The word “Marang,” meaning a ray of sunlight that brings hope in Setswana, was chosen to represent our project’s purpose. This initiative centers on engaging in meaningful discussions with our dedicated colleagues from the Mathematics, Science, and Technology departments. Our diverse team includes novice, mid-career, and seasoned academics, all committed to genuine conversations about our teaching experiences. Operating as an academic Professional Learning Community, we aim to leverage the power of shared experience to support one another’s professional growth across teaching, research, and service.
In this collaborative space, we are open to trying new approaches. We meet regularly, initially every other Thursday from 1:30 to 3:30 PM. These gatherings provide an opportunity to share experiences, raise questions, and address challenges while offering mutual support. As our objectives evolve, we adjust our meeting frequency to accommodate emerging priorities, sometimes holding sessions online through MS Teams. Most of our discussions are audio-recorded, preserving the valuable insights shared. Our primary objectives focus on building teaching capacity and fostering transformative practices for educators at all career stages in mathematics, science, and technology. Our central guiding theme is: “Building teaching capacity and transforming practice in Mathematics, Science, and Technology Teacher Education through authentic conversations and self-study inquiry.”
These conversations naturally lead to discussions of specific challenges, encouraging members to share insights into their teaching practices. This process often sparks research ideas, which members collaboratively explore by conceptualizing research questions, developing data collection tools, and gathering data. Together, we draft abstracts and organize writing groups to develop different sections of manuscripts, typically in pairs or small groups. Through these collaborative efforts, members have presented their work at various conferences. The spirit of our conversations is rooted in mutual sharing and understanding, helping us build narratives that honor individual perspectives and implement collective insights. Ultimately, we aim to co-construct new knowledge on effective teaching practices, enhancing our abilities to prepare students for successful careers. Key aspects of SoLTMAC include the sharing of experiences, dialogue, collective reflection, and teamwork.
We anticipate several impactful outcomes from this project. Our goals include documenting and sharing effective teaching practices, fostering strong collaboration among members by establishing critical friendships, and encouraging reflective, transformative practices. We also aim to promote research and publication in respected journals and conference proceedings, nurturing a sense of personal agency that drives continual growth through dialogue. Additionally, we are exploring opportunities for grants to support our initiatives. I am looking forward to collaborating with my colleagues to make Marang a resounding success!
From the Editor’s Desk
It is an honor to serve as the Editor for this newsletter, especially as it follows a similar edition released over a decade ago. This publication was made possible through the encouragement of the Director of Marang, Assoc. Prof. Eunice Nyamupangedengu. In this edition, the various activities initiated by the Director within the broader Marang community are presented. Specifically, the efforts and engagements of the Scholarship of Learning and Teaching: A Marang Authentic Conversations (SoLTMAC) project, comprising the Postgraduate Research Authentic Conversation (PRAC) and Honours Research Authentic Conversation (HORAC) components, will be highlighted. Other activities carried out within the Marang space will be featured and also in photos. We hope this edition serves as a foundation for many more to come.
Happy reading!
Director: Assoc. Prof.
Eunice Nyamupangedengu
Editor: Dr Eyitayo Julius Ajayi
THE SCHOLARSHIP OF LEARNING AND TEACHING: A MARANG AUTHENTIC CONVERSATIONS (SoLTMAC) PROJECT
To revitalize the Marang space after a period of inactivity, the Director initiated the SoLTMAC project by discussing the idea with academic members of the science and technology department. Interested individuals were invited to give their consent, and those who did came together to jumpstart the SoLTMAC project. The objectives of this project were:
a. to create a platform for members to engage in capacity development in Scholarship of Teaching and Learning (SoTL). Members are commonly referred to as “Solties”;
b. to enhance their teaching capacity;
c. to develop transformative practices among both novice and experienced mathematics, science, and technology teacher educators.
A central theme of the project was “Building teaching capacity and transforming practice in Mathematics and Science Teacher Education through authentic conversations and self-study inquiry.“ The anticipated outcomes of the project included:
Sharing and documentation of effective teaching practices and tools
Development of strong collaboration among members through the establishment of critical friendships
Development of reflective and transformative practices
Research and publications in journals and conference proceedings
Development of personal agency that motivates individuals to continuously improve their practice through dialogue with others.
Application for grants.
Members of SoLTMAC
Eunice Nyamupangedengu, PhD Associate Professor Science Education SoLTMAC Project leader
Lawan Abdulhamid, PhD Senior Lecturer Mathematics
Science Education
Judah Makonye, PhD Associate Professor Mathematics Education
Portia Mabenge, PhD Lecturer Science Education
Mathematics Education
Science Education
Science Education
Monde Kazeni, PhD Lecturer
Caleb Mandikonza, PhD Lecturer
Magdeline Stephen, PhD Lecturer
Herman Tshesane, PhD Lecturer
Eyitayo Julius Ajayi, PhD Post-Doc Science Education
Modus operandi of the SoLTMAC
We came together ab initio as a team of mathematics and science (and later, technology) teachereducators in the Marang group, comprising novice, mid-career, and experienced academics to engage in authentic conversations about our teaching experiences. The team operates as an academic Professional Learning Community (PLC) to show the power of sharing experiences as a means of supporting each other’s career progression which includes learning to teach and to do research. As a team, we try new approaches in the form of having regular meetings during which experiences are shared, questions are asked and issues raised and discussed while providing support for each other. Initially, the group meets once fortnightly on Thursdays from 1.30 -3.30 to share experiences about our teaching, learning and research. Subsequently, we schedule our meetings depending on how urgent we need to achieve our goals. On the other hand, some of our meetings hold online usually via MS Teams. Most of our meetings are usually audio-recorded. Each meeting usually begin with greetings and conversations by members on what they have been busy doing in their respective workspaces (be it teaching, research, citizenship, probation).
Our conversations are characterized by sharing and mutuality, aimed at understanding and sharing the work of one another while performing our duties. Members engage in authentic conversations about teaching and research experiences aimed at understanding each other’s work. This assisted the team in developing narratives to honour the voices of the members and encourage individuals to implement some of the shared insights and teaching practices in their teaching, documenting and capturing of experiences. These experiences were noted for further exploration to co-construct new knowledge about effective teaching practices, enhancing members’ competence and effectiveness in preparing students for their fields of work. Ultimately, the central features of the SoLTMAC are: sharing of experiences; dialogue; collective reflections; shared views; construction of new knowledge; and joint work.
“Naturally”, the conversations lead to sharing of experiences by members around a specific issue that arises from the conversations. Members are encouraged to share insights into their teaching practices while documenting and capturing their experiences. Plausibly, such conversations usually lead to the identification of topics/aspects for research by any member. This is followed by collaborative conceptualisation of a research topic; data collection instruments; data collection; and development of an abstract. From thereon, different sections of a manuscript to be developed, in terms of the abovementioned aspects, are allocated to groups of members (usually 2 or 3 in a group). Through these activities, the members have made the following presentations at the conferences indicated below:
“Mathematics and Science teacher educators’ experiences of using the WhatsApp platform as a tool for teaching and learning during the Covid-19 pandemic at a South African University”. A paper presented at the South African (SAERA), October 2022 conference. This was later developed into an article which was accepted by the Journal of Education (University of KwaZulu-Natal) (See list of publications).
“Exploring Mathematics and Science teacher educator assessment practices in the shift from face-to-face to an e-learning management systems: A case study at a South African university”. A paper presented at the South African (SAARMSTE), January 2023 conference. Already developed into a paper titled” Adapting to Disruptions: Strategies of Mathematics and Science Educators Towards Maintaining Assessment Credibility in Transitioning from Face-to-Face to Online Modalities” and under review with African Journal of Research in Mathematics, Science and Technology Education.
None but ourselves can develop each other’s scholarship of teaching and learning: A Marang Authentic Conversations project. A symposium presented at the Wits conference on learning and teaching, September 2022. Already being developed into a paper for submission to a journal before end of 2024.
ACTIVITIES FOR POSTGRADS: PRAC & HORAC
Postgraduate Research Authentic Conversations (PRAC) & Honours Research Authentic Conversations (HORAC)
The Postgraduate Research Authentic conversation (PRAC) involves the following activities: (i) ShutUp and write weekly sessions: Fridays 12h00 – 14h00 (optional); (ii) Reading and sharing of seminal papers: (TBC); and (iii) Presentation of PhD & M.Ed. studies: (alternating Thursdays 12h30 – 13h30. The Shut-Up and write session provides the students with the space and time to focus on their studies. Hence, they are made to work in a conducive quiet environment to write their research.
The students involved decide on what they need to write about, regarding their study. Moreso, they write on the chosen aspect for the full duration of the session. They also reflect on the success of their goal, identify causes of any challenges experienced, and find mitigating measures. For the session on Reading and sharing of seminar papers, the aim is to expose students to research theories, methods and techniques in order to ground them in educational research. Therefore, the students take turns to look for seminar papers on topics of interest. The paper is circulated among members so that they can read it. Students share their understanding and experiences about the paper. Later, they brainstorm on how they can incorporate the information into their studies or simply store the information for future use. For the session on Presentation of PhD & M.Ed. studies, this aims to create a friendly safe environment where students could discuss and get feedback on their
studies, at any stage. The students present their challenges and dilemmas to an audience so that they could collectively seek solutions as well as learn from other students’ success, challenges and mistakes. Initially, the students register to present their study or part thereof on a particular date. Thereafter, they present to their peers and some members of staff (if available). Then, the audience provides feedback on the presentation after which each student discusses the feedback with his/her supervisor and agree on the way forward. It is emphasized that the student’s supervisor must approve anything suggested during the session before implementing it. The Honours Research Authentic Conversation (HORAC) is basically for Hons students who are expected to attend scheduled seminars on research methodology facilitated by staff members from the Science Education division. The students are requested to prepare posters of their research proposals to present at an honours expo. Members of staff and “senior” students (e.g. MSc. & PhD.) evaluate and provide feedback on the posters. Then, the students use the feedback to improve their proposals. All the effort of the activities during the PRAC may have blossomed and generated dividends when one of the students, Ms Angeline Duma, was among the students honored by the Wits VC, Prof. Zeblon Vilakazi, with a student leadership award during the 2024 Wits Student Leadership and sports award ceremony.
Ms Angelina Duma receiving the Student Leadership award from Wits VC, Prof. Zeblon Vilakazi, during the 2024 Wits Student Leadership and sports award ceremony.
Solties attend poster presentations done by students during the PRAC and HORAC
SoLTIES AT THE 2024 SAARMSTE RESEARCH SCHOOL
SAARMSTE Research School 2024 (Hybrid) 25 – 28 June 2024.
Hosted by Nelson Mandela University
The 22nd Annual SAARMSTE Research School (RS) for Mathematics, Science, and Technology Education was held at Nelson Mandela University, South Africa, from 25-28 June 2024. Designed for PhD students, their supervisors, and early-career postdoctoral researchers from higher education institutions in the SADC region, the RS provides a collaborative platform for approximately 40-50 participants. These residential workshops focus on enhancing research skills and knowledge in a supportive setting. Experienced researchers from regional and international institutions lead sessions on research design, data collection and analysis, and writing for publication.
Participants bring their own research data and writing projects, allowing them to receive feedback from peers and mentors. The primary goal of the RS is to build a critical mass of skilled researchers and educators in southern Africa who can actively contribute to the global knowledge economy. Activities include presentations, workshops, and poster sessions, as well as consultations on individual research projects. Attendees also review articles they intend to submit to the African Journal of Research in Mathematics, Sciences, and Technology Education (AJRMSTE). Themes for the event included theoretical frameworks, qualitative and quantitative data analysis, supervision practices, stakeholder collaboration, research publication, and showcasing research through posters.
During the RS, Dr Mabenge was one of the facilitators for the Research proposal and Research design group. The group consisted of PhD students from different universities that were at different stages of their proposals. During the plenary sessions, Dr Mabenge facilitated deliberations and made presentations on the different sections of a proposal and what each of them consists of. She also facilitated subgroup discussions where peer presentations of proposals were done and feedback was given. The PhD students were given opportunity to submit their proposals to the facilitators who then gave them feedback on how to further improve them. These activities were meant to boost the confidence of the students on how to improve their proposals and designs.
Some other participants at the research school.
making some comments during one of the sessions of the early career researcher (ECR) group.
Dr. Ajayi
Dr. Mabenge coordinating a session during the research school.
Dr. Tshesane coordinating a session during the research school.
Dr. Ajayi giving his remarks during the wrap-up/evaluation session.
Prof. Emeritus Marrisa standing close to Prof. Nyamupangedengu while she was making some comments during a session.
Group photo of Solties who attended the research school (From left: Dr. Tshesane, Prof. Nyamupangedengu, Dr. Mabenge, and Dr. Ajayi).
Dr. Mabenge (left) and Prof. Nyamupangedengu (right) posing for a photo shoot after the event.
Dr. Tshesane in a relaxed mood at the beachside after the event.
MARANG DIGITAL DATA WORKSHOP
(MDDW)
The agenda at the Marang Digital Data Workshop (MDDW) (held 17 and 18 July in the Marang soace) was similar to the workshop we had at the SAARMSTE Research School (RS) (held 24 to 28 July @ the Pine Lodge in Gqebega). The difference in coverage between the two workshops was in item #3 below which was covered at the RS but not at MDDW:
1. Descriptive statistics
2. Inferential statistics and
3. Predictive statistics
Whilst the focus on descriptive stats was an opportunity to have participants revisiting the key concepts and manually calculating some important measures of central tendency and dispersion, the inferential and prescriptive stats provided an opportunity to introduce participants to SPSS as a statistical package. Participants got a sense of the different data types and scales of measurements and how these inform one’s choice of statistical test. Participants got a taste of the power of t-tests (paired and unpaired) and ANOVA (One-way and Two-way) for comparing means and determining whether or not there is a statistically significant difference in the means between two or more group. The discussions were useful for clarifying the criteria for accepting or rejecting the null hypothesis. Overall, the workshops were instrumental in bringing the value of different analyses (mean differences. Association/relationship, and presicion) that are possible to do for quantitative analyses in SPSS. The digital workshop was facilitated by Dr Herman Tshesane.
The facilitator of the workshop, Dr. Tshesane.
The Director of Marang, Prof. Nyamupangedengu giving a speech during the workshop. Dr. Mabenge giving a speech during the workshop.
In a happy mood during a group photo of Solties (and a visitor) after the workshop.
Solties in attendance in a group photo after the workshop (From left: Dr. Lawan; Dr. Mandikonza; visitor, Prof. Nyamupangedengu; Dr. Stephen; Dr. Mabenge; Dr. Monde and Dr. Tshesane.
SoLTIES AT THE 2024 WSoE RESEARCH BONANZA
Three members of the SoLTMAC group (Solties) made presentations at the 2024 Wits School of Education (WSoE) Research Bonanza program which is an annual event organized by the research management team. This year’s event, which was hybrid, held on September 20th in different venues within the Wits School of Education campus. The research Bonanza, which is an integral part of the WSoE research calendar, offers a platform for staff members and postgraduate students to showcase their research interests. This is usually in form of seminars, capacity building, workshops, and keynote addresses. This year’s theme titled “Empowering Educational Futures: Innovations and inclusivity in research” was to give an opportunity to share innovative projects and findings that contribute to shaping the future of education and advocate for a holistic and forward-thinking approach to education, ensuring that it is relevant, equitable, and transformative.
The following presentations were made by the Solties during the 2024 Bonanza program;
1. Dr Eyitayo Ajayi – “Teaching Constitutional Values through Science Education: An Ubuntu Approach for Educators”.
2. Dr Herman Tshesane – Gave a workshop on “Basic quantitative data analysis: finding relationships within and between data sets”.
3. Dr Lawan Abdulhamid – Made a presentation on “Numeracy” while showcasing the research done within research thrusts established within the WSoE.
ARTICLES PUBLISHED BY SoLTIES BETWEEN 2023 - 2024
2024 Publications
1. Abdulhamid, L. (2024). Responsive Mathematics Teaching: Attending to Challenges of its Implementation in Resource Constraint Contexts. ICME-15 invited Lecture, Sydney, Australia
2. Garba, S.A.; Abdulhamid, L. (2024). Students’ Instructional Delivery Approach Preference for Sustainable Learning Amidst the Emergence of Hybrid Teaching Post-Pandemic. Sustainability, 16, 7754. https://doi.org/10.3390/su16177754
3. Ndebele , A & Makonye JP (2024) teacher professional noticing in teaching grade 11 trigonometry reduction tasks Saarmte, Windhoek.
4. Mandikonza C. (2024). Using Arts-Based Methodologies: Facilitating First-Year Pre-Service Teachers’ Collaborative Teaching of Cell Biology. Educational Research for Social Change (ERSC), 13(1) April 2024, pp. 1-17. ersc.nmmu.ac.za. ISSN: 2221-4070
5. Mandikonza, C., Nyamupangedengu, E., Tsakeni, M. and Chauraya, M. (2024). Reimagining the Teaching of STEM Subjects Through Arts-Based and Participatory Methodologies. (Editorial Special Issue April 2024). Educational Research for Social Change (ERSC). 13 (1), pp. vi-ix. ersc.nmmu. ac.za. ISSN: 2221-4070
6. Stephen, M. M. (2024). An investigation on how Technical Science affected Learner Performance in South African technical schools. International Journal of Instructions (IJI). 17(1), 769-786
7. Stephen, M., Radebe, N., Mushaikwa, N. & Mushayikwa, E. (2024). Factors that influence uptake of STEM subjects in grade 10 for female learners in rural communities. The 32nd Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE). 16-18 January 2024. ISBN No. 978-0-6398352-8-9. Page 350-363.
8. Nyamupangedengu, E. (2024). How to Use Self-Study Methodology to Support Diversifying and Decolonizing Research [How-to Guide]. Sage Research Methods: Diversifying and Decolonizing Research. Khupe, C. (Ed.), https://doi.org/10.4135/9781529689259
9. Nyamupangedengu, E. & Khupe, C. (2024). Turning the Art of Karanga Beer Brewing Into a Science: An Example of Humanising Biology Teaching and Learning. Educational Research for Social Change, 13(1), 107-121.
10. Tshuma, T., & Nyamupangedengu, E. (2024). Drama in the Science Classroom: Reimagining the Teaching of Natural and Life Sciences. Educational Research for Social Change, 13(1), 18-33.
2023 Publications
1. Anastasia Buma & Eunice Nyamupangedengu (2023) Investigating the Quality of Enacted Pedagogical Content Knowledge by Mapping Out Component Interactions: A Case Study of a Teacher Educator Teaching Basic Genetics, Journal of Science Teacher Education, 34:8, 820-840, DOI: 10.1080/1046560X.2022.2158267
2. Nyamupangedengu, E & Randler Christoph (2023). Investigating Abstractness and Motivation as Scaffolding Elements in Lesson Planning: An Explorative Study. In Hoffmann E, Mavhunga E, Bohl T, Maringe F and Diekmann, D (Eds). Teacher Education in South Africa and Germany: Shared Perspectives on National and Global Questions. (pp. 161-180).Tubingen University Press. http:// dx.doi.org/10.15496/publikation-76374
3. Guðjónsdóttir, H., Chauraya, M., Gentles, C.H., Perla, L., Massaro, S., Nayak, S., Nyamupangedengu, E., Satharasinghe, A. and Ratnam, T. (2023), “Educator and Students’ Equity and Agency During the Pandemic: An International Perspective”, Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Teacher Education in the Wake of Covid-19 (Advances in Research on Teaching, Vol. 41), Emerald Publishing Limited, Bingley, pp. 99-116. https://doi.org/10.1108/S1479-368720230000041014
4. Nyamupangedengu, E. and Nyamupangedengu, C. (2023), “Contextualizing the Curriculum: A Teacher Educator’s Response to Calls for Decolonizing the Higher Education Curriculum at a South African University”, Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Studying Teaching and Teacher Education (Advances in Research on Teaching, Vol. 44), Emerald Publishing Limited, Bingley, pp. 3752. https://doi.org/10.1108/S1479-368720230000044009
5. Khoza, H. C., & Nyamupangedengu, E. (2023). From a student to a teacher educator: Becoming better acquainted with my new professional identity through self-study. Critical Studies in Teaching and Learning, 11(2), 106-128. DOI: 10.14426/cristal.v11i2.633
6. Sheane, H., & Venkat, H. (2023). Coding Additive Word Problem-solving to see Shifts Around an Intervention. African Journal of Research in Mathematics, Science and Technology Education, 1-11. DOI: 10.1080/18117295.2023.2226548
7. Essien, A. A., Mathews, C., Tshesane, H., Weitz, M., Abdulhamid, L., Hoosen, T., & Lavans, L. (2023). Developing design principles to enhance pre-service teachers’ understanding of number structure and mathematical equivalence in early grade mathematics. African Journal of Research in Mathematics, Science and Technology Education, 1-16. DOI: 10.1080/18117295.2023.2216608
8. Stephen, M., Radebe, N., Mushaikwa, N. & Mushayikwa, E. (2023). Exploring the Influence of Career Awareness on the Uptake of Stem Subjects by Rural Girl Learner. Education and New Developments (END) Conference, Lisbon. Volume 1 page 91. 24 to 26 of June 2023. ISSN (electronic version): 2184-1489 ISSN (printed version): 2184:-044X ISSN : 978-989-35106-3-6
9. Duma, A., Stephen, M. & Mushayikwa, E. (2023). Cumulative Knowledge Building in a Grade 12 Semiconductors Lesson: A Comparative Study between Online and Contact Mode of Teaching, in Morska, Janina and Rogerson, Alan (Eds) Teaching Practices, Proceedings of the First International Symposium of The Mathematics Education for the Future Project. Oxford University, Aug 14-18, 2023. (pp. 51-59). Münster: WTM. https://doi.org/10.37626/GA9783959872508.0.10. ISBN 978-3-95987250-8
10. Essien, A. A., Mathews, C., Tshesane, H., Weitz, M., Abdulhamid, L., Hoosen, T., & Lavans, L. (2023). Developing design principles to enhance pre-service teachers’ understanding of number structure and mathematical equivalence in early grade mathematics. African Journal of Research in Mathematics, Science and Technology Education, 1-16.
11. Matindike, F., & Makonye, J. P. (2023). An APOS Analysis of Grade 11 Learners’ Errors and Misconceptions Under Hyperbolic Functions: A Case Study at a Rural High School in Limpopo Province in South Africa. SAGE open, 13(3), 21582440231190348.
12. Makonye, J. P., & Moodley, N. P. (2023). Connecting mathematics to STEM education: interdisciplinary teaching and learning facilitation. ZDM–Mathematics Education, 55(7), 1365-1373.
13. Ajayi, E. J (2023). Analysing the curriculum philosophy of equipping learners with values, and its conceptualisation for integration into life sciences teaching in South African schools. Journal of Education, Issue 91. doi: http://dx.doi.org/10.17159/2520-9868/i91a02
14. Mandikonza Caleb & Kavai Portia (2023). Education for Sustainable Development (ESD) Classroom Practices: A South African Perspective. In Hoffmann E, Mavhunga E, Bohl T, Maringe F and Diekmann, D (Eds). Teacher Education in South Africa and Germany: Shared Perspectives on National and Global Questions. (pp.235-250). Tubingen University Press. http://dx.doi.org/10.15496/ publikation-76378
15. Charnel Malherbe-da Silva, Portia Kavai & Rian de Villiers (2023) Natural Sciences Teachers’ Experiences using Blended Teaching in Township Smart Schools: Perceived Benefits and Challenges, African Journal of Research in Mathematics, Science and Technology Education, DOI: 10.1080/18117295.2023.2202021
16. Makgopa C.K., & Kazeni M.M.M. (2023). Quality of online biodiversity summative assessments administered to student teachers at a South African university. END International Conference, 24-26 June, 2023. Lisbon, Portugal.
AWARDS AND RECOGNITIONS
Celebrating Dr Lawan Abdulhamid: A Remarkable Achievement
Dr Lawan Abdulhamid’s recent achievement of an NRF rating underscores his impactful contributions to educational research, specifically in empowering mathematics teachers to manage complex classroom dynamics by fostering responsiveness to pivotal teaching moments. As Chair of the Wits School of Education Ethics Committee and coordinator of the B.Ed Honours program, Dr Abdulhamid has transformed student educational experiences, cultivating a learning environment that upholds ethical standards and academic excellence. His leadership inspires faculty and students alike to deeply engage with their educational responsibilities. The NRF rating system plays a critical role in advancing South Africa’s research landscape by identifying and rewarding researchers with significant global impact. Through rigorous evaluations over an eight-year span, involving both local and international peer reviews, this system benchmarks research outputs against global standards, recognizing scholars who contribute to a culture of academic excellence. Dr Abdulhamid’s NRF rating strengthens his position as a leading figure in educational research and equips him to mentor emerging scholars, imparting valuable skills and insights. His success reflects the caliber of scholarship that drives universities’ aspirations to achieve recognition as research-intensive institutions. We extend our congratulations to Dr Abdulhamid for this well-deserved recognition. His accomplishments illuminate our institution’s potential to foster pioneering research and inspire colleagues and students, shaping the future of education in South Africa.
The recipient (right) and the Dean, Faculty of Humanities, Prof. Mucha Musemwa (left).
NRF Rated Researcher award received.
The recipient (left) and the VC, Prof. Zeblon Vilakazi (right).
Dr Magdeline Mmapaseka Stephen: The Science, Technology, Engineering & Mathematics (STEM) Education Amazon
Congratulations to Dr Magdeline Maphaseka Stephen on receiving the CIS award for community involvement, an accomplishment supported by a Female Academic Leaders Fellowship (FALF) grant. Dr Magdeline’s award-winning project focused on exploring the STEM identity of Grade 9 female students in rural areas, implementing a career-awareness program to introduce them to potential STEM careers. Through this initiative, Dr Magdeline facilitated interactions between these students and predominantly female STEM professionals, challenging cultural stereotypes and societal expectations surrounding women in STEM fields. As a result, many Grade 9 girls left the career-awareness workshop inspired to pursue STEM subjects in Grade 10, envisioning future careers in STEM.
Dr Magdeline’s research focuses on rural STEM education, particularly in enhancing STEM pedagogies for teachers and nurturing STEM identities among rural students. Her dedication is rooted in firsthand experience with the persistent challenges in previously disadvantaged schools, drawing from her background as a physical science teacher and subject advisor for a district comprising mostly such schools.
Alongside her research, Dr Magdeline is committed to sharing her extensive expertise in STEM teaching and management, supporting less experienced teachers with strategies for incorporating current teaching practices and improving student performance. Through her ongoing research, she aspires to expand her understanding of effective intervention strategies from other countries and adapt them to South Africa’s context, advancing STEM education in underprivileged communities.
The award shield received.
Dr. Magdeline Stephen, the recipient.
“Happiest Flower”: A Philosophy of Life Through an Orchid’s Bloom
Solties always have a way of creating fun for themselves through ‘ontological conversations’. One of such ensued during their second academic retreat visit to Mangwa. During the last night of a bonfire/fireplace dinner period, the conversation was on ‘happy/sad water’. How could water be viewed or seen as ‘sad’ or ‘happy’? This generated so much heated, but interesting philosophical postulations so much that could not be forgotten so easily. With such still reverberating in the memory and thoughts of the Director and on getting home she posted on the group’s WhatsApp the photo and caption indicated below. Has anyone ever wondered whether a flower could be ‘happy’ or ‘sad’? Life is indeed a philosophy.
“This orchid was bought by my son as a mother’s day present in 2018. So, when I got home yesterday, and saw it in full bloom, I said to myself, this must be the happiest flower in the world and the owner must have a good heart”
Prof.
Eunice Nyamupangedengu
Happy Celebration
Marang was blessed with a bouncing baby girl delivered by Ms. Thandiwe Lerato Sekhibane. She was the administrative assistant in the Marang before she left to fulfil other commitments. While with the Marang, the very dynamic and energetic Lerato ensured early delivery of meeting notices of meeting and member feedback. She ensured that members are up to speed regarding the completion of assignments given before the next meeting. As an aerobic instructor and dancer, she played an important role during the writing retreat held for Solties in the Mangwa reserve. that helped participants stretch and relax after a hard day’s work or in the mornings. We wish Ms. Thandiwe, her baby, and her family good health in mind and body.
Marang represented during the Deans’ Colloquium
Dr Lawan delivering a lecture
Dr Monde delivering a lecture
Prof. Eunice delivering a lecture
PHOTOMARANGMARANG IN PHOTOS
Solties during the first writing retreat in Mangwa Valley
In a relaxed moment during a safari drive. Ms. Thandiwe Sekhibane in an acrobatic display.
Time to feed the animals. Bonfire dinner on the last night.
Time to feed the animals during the retreat.
Solties during one of the the “shut up and write” sessions at the retreat.
Solties during one of their authentic conversation sessions in the Marang space at the Marang building of the Wits School of Education (WSoE) campus.
Dr Lawan giving an explanation to Dr. Monde on his laptop while Dr. Mabenge listened attentively.
Dr. Tshesane in serious discussions with Dr. Malcolm (Former Soltie).
Dr. Monde (left) and Dr. Moloi (former soltie (right)
Solties during the second writing retreat in Mangwa
Getting ready for dinner around the bonfire on the last night where the ‘ontological conversations’ started.
Prof Nyamupangedengu (left) and Dr. Mandikonza (right).
Dr. Stephen feeling relaxed close to a wildebeest.
Jolly Dr. Mabenge around the fireplace duirng dinner time on the last night.
Drs. Mabenge and Stephen in a relaxed mood.
Solties in a group discussion evaluating and wrapping up the retreat to forge the way forward.
www.wits.ac.za/marang/