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Journal articles on the topic 'Schools of Architecture – South Africa'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Sanders, Paul. "Defining a relevant architecture in South Africa." Architectural Research Quarterly 4, no. 1 (2000): 67–80. http://dx.doi.org/10.1017/s1359135500002438.

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Architecture in South Africa is at a crossroads. After years of repression and isolation during which contemporary architecture lost its way, there is now a desperate need for architects to respond to the social and cultural challenges of a society riven by massive material contrasts. Within architecture schools, a student body more representative of society than hitherto is engaged in projects which reflect the very diverse needs of the community. Central to the effectiveness of such teaching programmes is the presence of teachers fully engaged in practice, creating a responsible architecture

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2

Mills, G., and A. Lipman. "Society and architectural education in South Africa -- are universities appropriate venues for schools of architecture?" Environment and Planning B: Planning and Design 21, no. 2 (1994): 213–21. http://dx.doi.org/10.1068/b210213.

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3

Lokko, Lesley. "A minor majority." Architectural Research Quarterly 21, no. 4 (2017): 387–92. http://dx.doi.org/10.1017/s1359135518000076.

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The terms ‘age of consent’, ‘age of licence’ and ‘age of majority’ – often used interchangeably – give young adults legal and moral permission to drink, drive, vote, smoke, have sex and marry (among other rights). Depending on context, the threshold from being a minor to attaining majority – adulthood – is marked by a ritual or a ceremony, giving the threshold cul-tural as well as legal significance. But thresholds, as we already know, are places of action, movement, change … rarely comfortable or easy, and seldom precise. Drawing on the three years since the Graduate School of Architecture at

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4

Berger-Wolf, Tanya, Ben Carterette, Tamer Elsayed, Maria Keet, Fabrizio Sebastiani, and Hussein Suleman. "Report on the 2nd ACM SIGIR/SIGKDD Africa school on machine learning for data mining and search." ACM SIGIR Forum 54, no. 1 (2020): 1–6. http://dx.doi.org/10.1145/3451964.3451968.

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We report on the organization and activities of the 2nd ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search, which took place at the University of Cape Town in South Africa January 27--31, 2020.

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5

Carterette, Ben, Hussein Suleman, and Douglas W. Oard. "Report on the 1st ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search." ACM SIGIR Forum 53, no. 1 (2019): 3–13. http://dx.doi.org/10.1145/3458537.3458538.

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We report on the inception, organization, and activities of the 1st ACM SIGIR/SIGKDD Africa School on Machine Learning for Data Mining and Search, which took place at the University of Cape Town in South Africa January 14--18, 2019.

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6

Govender, Desmond Wesley, and Manoj Maharaj. "Challenges with respect to the e-readiness of secondary school teachers in Kwazulu-Natal, South Africa." ACM SIGCSE Bulletin 39, no. 3 (2007): 191–95. http://dx.doi.org/10.1145/1269900.1268841.

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7

MAITLAND, DAVID P., and ARTHUR MAITLAND. "PENETRATION OF WATER INTO BLIND-ENDED CAPILLARY TUBES AND ITS BEARING ON THE FUNCTIONAL DESIGN OF THE LUNGS OF SOLDIER CRABS MICTYRIS LONGICARPUS." Journal of Experimental Biology 163, no. 1 (1992): 333–44. http://dx.doi.org/10.1242/jeb.163.1.333.

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Soldier crabs, Mictyris longicarpus Latreille, inhabit intertidal sand-flats of Eastern Australia. Their gill chambers are modified for both water circulation and air-breathing. Water circulates through the lower gill compartments. The upper regions of the gill chambers are air-filled and function as lungs. The deep vascular parenchyma lining the upper gill chambers, or lungs, is penetrated by a regular series of fine branching airways. Scanning electron micrographs of lung architecture are shown. Measurements relating to lung structure were made on plastic casts. Because of the lung's design,

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8

Blumberg, L., E. L. Karlsson, I. T. Hay, J. A. L. Van Wyk, and F. J. Pretorius. "MEDICAL SCHOOLS IN SOUTH AFRICA." Lancet 327, no. 8480 (1986): 560. http://dx.doi.org/10.1016/s0140-6736(86)90915-3.

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9

Herz, Manuel. "Integration or Separation? Refugee Camps in Southern Chad." Open House International 33, no. 2 (2008): 61–69. http://dx.doi.org/10.1108/ohi-02-2008-b0008.

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The south of Chad has seen an influx of many tens of thousands of refugees within the last three years. After the president of the neighbouring Central African Republic (CAR), Felix Patasse, was overthrown in a coup d'etat in March 2003 more than 50.000 people fled to Chad, across the northern border. From the beginning of the refugee crisis, UNHCR has been present in the area to house and protect the refugees. Following a renewed influx of large numbers of refugees in autumn 2005, UNHCR adopted a new strategy of ‘integration’ for their newest camp ‘Gondje’. ‘Integration’ aims for a joint use

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10

Mtambeka, PP, AB Van As, CA Mavengere, A. Van Niekerk, G. Elliot, and R. Mcinerney. "885 Safe schools project, South Africa." Injury Prevention 22, Suppl 2 (2016): A315.3—A316. http://dx.doi.org/10.1136/injuryprev-2016-042156.885.

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11

Demissie, Fassil, and Clive M. Chipkin. "Representing Architecture in South Africa." International Journal of African Historical Studies 30, no. 2 (1997): 349. http://dx.doi.org/10.2307/221232.

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12

Reschovsky, Andrew. "Financing Schools in the New South Africa." Comparative Education Review 50, no. 1 (2006): 21–45. http://dx.doi.org/10.1086/498327.

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13

Reschovsky. "Financing Schools in the New South Africa." Comparative Education Review 50, no. 1 (2006): 21. http://dx.doi.org/10.2307/3542131.

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14

Robertson, B. A. "HEALTH PROMOTION THROUGH SCHOOLS IN SOUTH AFRICA." Southern African Journal of Child and Adolescent Mental Health 6, no. 2 (1994): 69–70. http://dx.doi.org/10.1080/16826108.1994.9631536.

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15

J van Vuuren, Herman, Philip C van der Westhuizen, and JL van der Walt. "Leading and manage diverse schools in South Africa." Problems and Perspectives in Management 14, no. 2 (2016): 240–49. http://dx.doi.org/10.21511/ppm.14(2-1).2016.14.

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All school populations are diverse in many ways. The diversity in South African schools has been compounded since 1994 with the migration of Black learners to former ‘white’ schools. Some schools and their principals have succeeded in coping efficiently with the new social and cultural makeup of their schools, while others have been struggling and even resigned under the pressures of all the conflicting demands from stakeholders. The theoretical and empirical investigation reported in this paper shows that principals and schools could benefit enormously from learning from the experiences of th

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16

Lumby, Jacky, and Cristina Azaola. "Women Principals in Small Schools in South Africa." Australian Journal of Education 55, no. 1 (2011): 73–85. http://dx.doi.org/10.1177/000494411105500108.

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17

Cherry, Michael. "South Africa endorses nonracial schools and increases subsidies." Nature 362, no. 6415 (1993): 8. http://dx.doi.org/10.1038/362008a0.

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18

Mboya, Mzobanzi M., and Tuntufye S. Mwamwenda. "Quality education in black schools of South Africa." International Journal of Educational Development 14, no. 4 (1994): 385–91. http://dx.doi.org/10.1016/0738-0593(94)90050-7.

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19

Peters, Walter. "Apartheid politics and architecture in South Africa." Social Identities 10, no. 4 (2004): 537–47. http://dx.doi.org/10.1080/1350463042000258953.

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20

Christie, Pam. "Desegregating Schools in South Africa: The Case of The Catholic “Open” Schools." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (1989): 87–101. http://dx.doi.org/10.1080/01596306.1989.11720820.

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21

Christie, Pam. "DESEGREGATING SCHOOLS IN SOUTH AFRICA: The Case of the Catholic "Open" Schools." Discourse: Studies in the Cultural Politics of Education 10, no. 1 (1989): 87–101. http://dx.doi.org/10.1080/0159630890100106.

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22

Potterton, Mark, and Colin Northmore. "Improving schools through evaluation: the experience of Catholic schools in South Africa." International Studies in Catholic Education 6, no. 2 (2014): 178–90. http://dx.doi.org/10.1080/19422539.2014.929806.

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23

du Plessis, Pierre, and Raj Mestry. "Teachers for rural schools – a challenge for South Africa." South African Journal of Education 39, Supplement 1 (2019): S1—S9. http://dx.doi.org/10.15700/saje.v39ns1a1774.

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24

Meko, L., M. Slabber-Stretch, C. Walsh, S. Kruger, and M. Nel. "Nutritional environment at secondary schools in Bloemfontein, South Africa." South African Journal of Clinical Nutrition 28, no. 1 (2015): 53–54. http://dx.doi.org/10.1080/16070658.2015.11734527.

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25

Johnson, Bridget, and Sandy Lazarus. "Building Health Promoting and Inclusive Schools in South Africa." Journal of Prevention & Intervention in the Community 25, no. 1 (2003): 81–97. http://dx.doi.org/10.1300/j005v25n01_06.

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26

Gent, Bill. "Muslim schools and education in Europe and South Africa." British Journal of Religious Education 35, no. 1 (2012): 115–18. http://dx.doi.org/10.1080/01416200.2013.742692.

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27

Vergnani, Tania, Alan J. Filsher, Sandy Lazarus, Priscilla Reddy, and Shegs James. "Health Promoting Schools In South Africa: Needs And Prospects." Southern African Journal of Child and Adolescent Mental Health 10, no. 1 (1998): 44–58. http://dx.doi.org/10.1080/16826108.1998.9632345.

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28

Swart, Dehran, and Priscilla Reddy. "Establishing Networks for Health Promoting Schools in South Africa." Journal of School Health 69, no. 2 (1999): 47–50. http://dx.doi.org/10.1111/j.1746-1561.1999.tb06366.x.

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29

Languille, Sonia. "‘Affordable’ private schools in South Africa. Affordable for whom?" Oxford Review of Education 42, no. 5 (2016): 528–42. http://dx.doi.org/10.1080/03054985.2016.1220086.

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30

Hens, Luc, Torsten Wiedemann, Schalk Raath, et al. "Monitoring environmental management at primary schools in South Africa." Journal of Cleaner Production 18, no. 7 (2010): 666–77. http://dx.doi.org/10.1016/j.jclepro.2009.11.001.

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31

Waghid, Zayd. "Examining the business education curricula in South Africa." Education + Training 61, no. 7/8 (2019): 940–62. http://dx.doi.org/10.1108/et-05-2018-0115.

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Purpose The purpose of this paper is to examine the business education curricula in South Africa in relation to social entrepreneurship and to ascertain pre-service teachers’ perspectives of the reasons for social entrepreneurship not being included in these curricula as observed in classroom teaching practices. Design/methodology/approach Through interpretivist inquiry, third-year pre-service teachers’ (n=92) comments on online group blogs were analysed to clarify a range of meanings and understandings of their responses. Findings Social entrepreneurship as a concept and as an ideal as well a

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32

Monyooe, Lebusa A., and C. N. Fumba. "Pupils' Views on Sex Education in Transkei Schools, South Africa." Psychological Reports 82, no. 1 (1998): 337–38. http://dx.doi.org/10.2466/pr0.1998.82.1.337.

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Responses to a questionnaire of 49 girls and 28 boys, who ranged in age from 17 to 29 years, suggested that pupils were favorable to sex education at schools as enhancing self-esteem, responsibility, and understanding of issues.

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33

Johnson, Sally, Melanie Sadeck, and Merle Hodges. "Developing science process skills in special schools in South Africa." Journal of Research in Special Educational Needs 2, no. 1 (2004): no. http://dx.doi.org/10.1111/j.1471-3802.2002.00159.x.

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34

Phasha, Nareadi, and Joyce Beatrice Mcgogo. "Sex Education in Rural Schools of Mpumalanga Province, South Africa." Journal of Social Sciences 31, no. 3 (2012): 319–27. http://dx.doi.org/10.1080/09718923.2012.11893041.

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35

Christie, Pam, and Margaret Gaganakis. "Farm Schools in South Africa: The Face of Rural Apartheid." Comparative Education Review 33, no. 1 (1989): 77–92. http://dx.doi.org/10.1086/446813.

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36

Naidoo, Bhaigiavathie, and Juliet Perumal. "Female principals leading at disadvantaged schools in Johannesburg, South Africa." Educational Management Administration & Leadership 42, no. 6 (2014): 808–24. http://dx.doi.org/10.1177/1741143214543202.

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37

Maringe, Felix, and Relebohile Moletsane. "Leading schools in circumstances of multiple deprivation in South Africa." Educational Management Administration & Leadership 43, no. 3 (2015): 347–62. http://dx.doi.org/10.1177/1741143215575533.

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38

Maluleka, Jan Resenga, Omwoyo Bosire Onyancha, and Isola Ajiferuke. "Factors influencing research collaboration in LIS schools in South Africa." Scientometrics 107, no. 2 (2016): 337–55. http://dx.doi.org/10.1007/s11192-016-1846-0.

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39

Goslin, Anneliese E. "Physical Education in Gauteng schools, South Africa : a case study." African Journal for Physical Activity and Health Sciences (AJPHES) 26, sup1_1 (2020): 82–96. http://dx.doi.org/10.37597/ajphes.2020.s.6.

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40

Kaliski, Sean. "Psychiatry in the ‘New South Africa’." Psychiatric Bulletin 16, no. 6 (1992): 343–45. http://dx.doi.org/10.1192/pb.16.6.343.

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Academic medicine in South Africa was created largely by talented graduates who, having travelled overseas (especially to Britain) for postgraduate training, returned to teach in the newly established medical schools and teaching hospitals. However, over the past three decades fewer have decided to return. Consequently academic medicine generally is in decline. Hospital specialists are demoralised, and about 80% of those recently surveyed indicated that they intended leaving the public health service if the present imbalance between service commitments, research opportunities, and poor pay per

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41

Gravett, Sarah, and Coert Loock. "Towards a governance and management model for teaching schools in South Africa." South African Journal of Childhood Education 4, no. 3 (2014): 18. http://dx.doi.org/10.4102/sajce.v4i3.237.

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This article reports on a project that was aimed at establishing a model for the governance of teaching schools in South Africa within the framework of the current legal dispensation for the public and the independent schooling sector. The paper mainly addresses the powers and functions of public schools and school governing bodies as defined within the broader framework of The South African Schools Act 84 of 1996, The National Education Policy Act (Act 27 of 1996), and the Employment of Educators Act (Act 76 of 1998). The analysis of these statutes informed the proposal of four possible model

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42

Holm, Dieter. "The status of low energy architecture in South Africa." Renewable Energy 8, no. 1-4 (1996): 301–4. http://dx.doi.org/10.1016/0960-1481(96)88865-3.

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43

Zavyalova, Natalya, Evgenia Evgenevna Frolova, Vitaliy Vasilievich Bezbakh, Ekaterina Petrovna Rusakova, and Mihail Nikolaevich Dudin. "BRICS Message From South Africa." Revista Amazonia Investiga 9, no. 26 (2020): 529–44. http://dx.doi.org/10.34069/ai/2020.26.02.60.

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The paper features the data obtained from the analysis of a video strip with the help of ELAN 5.4, the free software developed by the experts from Max Planck Institute for Psycholinguistics, the Language Archive, Nijmegen, the Netherlands. The software enables to annotate video and audio strips, describing pauses, the duration of utterances, gestures, pronunciation and other linguistic and extralinguistic factors. The speaker in the video – South African President Cyril Ramaphosa – delivers his official address to the leaders of the 10th BRICS leadership summit in Sandton, Johannesburg on July

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44

Mthiyane, Siphiwe, and Sipiwe Mudadigwa. "The causes of ethical turpitude in schools: Evidence from four schools in Gauteng, South Africa." Interdisciplinary Journal of Education Research 3, no. 2 (2021): 1–9. http://dx.doi.org/10.51986/ijer-2021.vol3.02.01.

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 This article reports the findings of a qualitative study that explored the causes of ethical turpitude in the four schools in Gauteng Province of South Africa. Semi-structured interviews were held with each school principal, eight heads of department and sixteen teachers. Thematic analysis was used to analyse the generated data. The findings suggest that most participants had pedestrian knowledge of ethical leadership and failed to demonstrate an appreciation of their agency role in promoting an ethical culture both in leadership and teaching despite the prescripts of the SACE Code of P

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45

Zuze, Tia Linda, and Andrea Juan. "School leadership and local learning contexts in South Africa." Educational Management Administration & Leadership 48, no. 3 (2018): 459–77. http://dx.doi.org/10.1177/1741143218814006.

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International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent diff

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46

Iwu, Chux Gervase, Henrie Olumide Benedict ., and Robertson Khan Tengeh . "Teacher job satisfaction and learner performance in South Africa." Journal of Economics and Behavioral Studies 5, no. 12 (2013): 838–50. http://dx.doi.org/10.22610/jebs.v5i12.457.

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Against the backdrop of the dismal performance of a number of South African high Schools in recent years, this study investigates the relationship between poor performance of learners and teacher motivation in selected high schools in the Western Cape Province of South Africa. Adopting an exploratory approach, a random sample of 279 educators was drawn from the database of the poorly performing high schools as provided by the Western Cape Department of Education. Using closed and open-ended questions, a survey questionnaire was utilized to collect data. The Statistical Package for the Social S

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47

Oswald, Marietjie, and Erika Rabie. "Rethinking gifted education in South Africa." Gifted Education International 33, no. 3 (2016): 273–85. http://dx.doi.org/10.1177/0261429416642285.

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In this article, we report the findings of a qualitative, collective case study exploring the academic experiences of six grade 11 gifted students in two schools in diverse socio-economic communities in rural Western South Africa. Gifted students represent an important component of a nation’s intellectual capital. They possess the qualities needed to find innovative solutions for many scientific and social challenges. Despite inclusive education policy initiatives aimed at ensuring quality education for all, the extant research indicates that gifted students from all socio-economic levels and

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48

McKinney, Emma Louise, and Leslie Swartz. "Life in Special Schools in South Africa: Voices of Former Students." International Journal of Disability, Development and Education 63, no. 3 (2015): 309–21. http://dx.doi.org/10.1080/1034912x.2015.1089980.

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49

CONSTAS, MARK A., and WENDY COLYN. "Reflections on the Study of Squatter Community Schools in South Africa." Anthropology & Education Quarterly 27, no. 4 (1996): 587–98. http://dx.doi.org/10.1525/aeq.1996.27.4.05x1138t.

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50

Constas, Mark A., and Wendy Colyn. "Reflections on the Study of Squatter Community Schools in South Africa." Anthropology Education Quarterly 27, no. 4 (1996): 587–98. http://dx.doi.org/10.1525/aeq.1996.27.4.05x1145a.

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