My postdoctoral research explores the engagements of teaching controversial issues in post-colonial contexts, focusing on pre-service History teachers in South Africa, Curacao, Suriname and the Netherlands.
My doctorate investigated the roles of teachers and social cohesion related continuing professional development in post-apartheid South Africa.
Policy and Practice: A Development Education Review, 2021
Development education (DE) has become increasingly crucial in equipping teachers and learners for... more Development education (DE) has become increasingly crucial in equipping teachers and learners for a socially just world. Educational efforts towards social justice (SJ) emphasise the need to provide teachers and learners with knowledge, skills, and attitudes to promote positive action. This article explores one continuing professional development (CPD) programme in South Africa to promote social cohesion (SC) in schools and classrooms. Drawing upon the experiences of ten teachers who attended this programme, the article analyses the ways in which this programme capacitated them to become active agents of transformation and change. The article argues that, whilst the programme was received positively by the teachers, the efficacy of the programme in supporting teachers to become change agents is constrained by their context and the dynamics of programme delivery.
Engaging Teachers in Peacebuilding in Post-Conflict Contexts -Evaluating Education Interventions in South Africa, 2017
ESRC/DFID Research Report
Sayed, Y., Badroodien, A., Omar, Y., Balie, L., McDonald, Z., de Kock, ... more ESRC/DFID Research Report Sayed, Y., Badroodien, A., Omar, Y., Balie, L., McDonald, Z., de Kock, T., Salmon, T., Raanhuis, J., Singh, M., Robinson, N. & Nakidien, T. (2017). Engaging teachers in peacebuilding in post-conflict contexts: Evaluating education interventions in South Africa.
Policy and research have been advocating the importance of teachers in achieving equity and teach... more Policy and research have been advocating the importance of teachers in achieving equity and teachers are called to act as agents of social justice. This issue remains central to the development of a post-apartheid South Africa, where a need for reconciliation and healing still dominates the society. Such a landscape requires adequate support through transformative professional development. In this paper we analyse the design of the intervention 'Teaching Respect for All' that aims to empower teachers in South Africa to act as agents of social justice. Based on the literature review, content analysis of the intervention's manual and resource book, and interviews with stakeholders we explore if the intervention outline can support teachers in becoming agents of social cohesion. The qualitative content analysis of the data unearthed four aspects of the intervention: the what, the how, the why, and the so what. We argue that while the intervention enables an alteration of
Raanhuis, J. (2023). Social justice and Hope: Teachers’ continuing professional development in South Africa. In Bourn, D. & Tarozzi, M. (Eds) Pedagogy of hope for global social justice. Sustainable Futures for People and the Planet. London: Bloomsbury, p. 225-240, 2023
Policy and Practice: A Development Education Review, 2021
Development education (DE) has become increasingly crucial in equipping teachers and learners for... more Development education (DE) has become increasingly crucial in equipping teachers and learners for a socially just world. Educational efforts towards social justice (SJ) emphasise the need to provide teachers and learners with knowledge, skills, and attitudes to promote positive action. This article explores one continuing professional development (CPD) programme in South Africa to promote social cohesion (SC) in schools and classrooms. Drawing upon the experiences of ten teachers who attended this programme, the article analyses the ways in which this programme capacitated them to become active agents of transformation and change. The article argues that, whilst the programme was received positively by the teachers, the efficacy of the programme in supporting teachers to become change agents is constrained by their context and the dynamics of programme delivery.
Engaging Teachers in Peacebuilding in Post-Conflict Contexts -Evaluating Education Interventions in South Africa, 2017
ESRC/DFID Research Report
Sayed, Y., Badroodien, A., Omar, Y., Balie, L., McDonald, Z., de Kock, ... more ESRC/DFID Research Report Sayed, Y., Badroodien, A., Omar, Y., Balie, L., McDonald, Z., de Kock, T., Salmon, T., Raanhuis, J., Singh, M., Robinson, N. & Nakidien, T. (2017). Engaging teachers in peacebuilding in post-conflict contexts: Evaluating education interventions in South Africa.
Policy and research have been advocating the importance of teachers in achieving equity and teach... more Policy and research have been advocating the importance of teachers in achieving equity and teachers are called to act as agents of social justice. This issue remains central to the development of a post-apartheid South Africa, where a need for reconciliation and healing still dominates the society. Such a landscape requires adequate support through transformative professional development. In this paper we analyse the design of the intervention 'Teaching Respect for All' that aims to empower teachers in South Africa to act as agents of social justice. Based on the literature review, content analysis of the intervention's manual and resource book, and interviews with stakeholders we explore if the intervention outline can support teachers in becoming agents of social cohesion. The qualitative content analysis of the data unearthed four aspects of the intervention: the what, the how, the why, and the so what. We argue that while the intervention enables an alteration of
Raanhuis, J. (2023). Social justice and Hope: Teachers’ continuing professional development in South Africa. In Bourn, D. & Tarozzi, M. (Eds) Pedagogy of hope for global social justice. Sustainable Futures for People and the Planet. London: Bloomsbury, p. 225-240, 2023
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Sayed, Y., Badroodien, A., Omar, Y., Balie, L., McDonald, Z., de Kock, T., Salmon, T., Raanhuis, J., Singh, M., Robinson, N. & Nakidien, T. (2017). Engaging teachers in peacebuilding in post-conflict contexts: Evaluating education interventions in South Africa.
Sayed, Y., Badroodien, A., Omar, Y., Balie, L., McDonald, Z., de Kock, T., Salmon, T., Raanhuis, J., Singh, M., Robinson, N. & Nakidien, T. (2017). Engaging teachers in peacebuilding in post-conflict contexts: Evaluating education interventions in South Africa.