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All Outputs (15)

Postdigital play and global education: reconfiguring research (2024)
Book
Dixon, K., Murris, K., Peers, J., Giorza, T., & Lawrence, C. (2024). Postdigital play and global education: reconfiguring research. Routledge

Postdigital Play and Global Education: Reconfiguring Research is a re-turn to a large-scale, international project on children’s digital play. Adopting postqualitative and posthumanist theories, research practices are reconfigured, all the way down f... Read More about Postdigital play and global education: reconfiguring research.

Refugee education: a critical visual analysis (2023)
Journal Article
Mcintyre, J., Dixon, K., & Walton, E. (2023). Refugee education: a critical visual analysis. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2023.2274111

Refugee education has become an issue of national and international concern as the numbers of refugees rise globally. In a world where global issues such as forced migration are communicated and consumed through the visual mode, understanding how dis... Read More about Refugee education: a critical visual analysis.

An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom (2023)
Journal Article
Scott, F., Marsh, J., Murris, K., Ng’ambi, D., Thomsen, B. S., Bannister, C., …Scholey, E. (2023). An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom. International Journal of Play, 12(3), 349-374. https://doi.org/10.1080/21594937.2023.2235466

This paper reports a mixed-methods study of the play of children (3–11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult... Read More about An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom.

Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South (2023)
Book Chapter
Dixon, K. (2023). Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South. In C. Brock, B. Exley, & L.-I. Rigney (Eds.), International Perspectives on Literacies, Diversities, and Opportunities for Learning: Critical Conversations. Routledge

In the first part of this chapter, the author applies the opportunities for learning (OfL) model to her research context in Limpopo, South Africa, drawing attention to the ways in which learning, literacies, dialogic encounters, and opportunities man... Read More about Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South.

Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South (2022)
Book
Mendelowitz, B., Ferreira, A., & Dixon, K. (2023). Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South. Bloomsbury Publishing

This book challenges monoglossic ideologies, traditional language pedagogies and dominant forms of knowledge construction by foregrounding multilingual and multicultural students' language narratives, repertoires, and identities. The research is base... Read More about Language Narratives and Shifting Multilingual Pedagogies: English teaching from the South.

Researching digital inequalities in children’s play with technology in South Africa (2022)
Journal Article
Murris, K., Scott, F., Stjerne Thomsen, B., Dixon, K., Giorza, T., Peers, J., & Lawrence, C. (2023). Researching digital inequalities in children’s play with technology in South Africa. Learning, Media and Technology, 48(3), 542-555. https://doi.org/10.1080/17439884.2022.2095570

This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children’s learning with digital technolog... Read More about Researching digital inequalities in children’s play with technology in South Africa.

Pitfalls and possibilities in literacy research: A review of South African literacy studies, 2004-2018 (2020)
Journal Article
Biesman-Simons, C., Dixon, K., Pretorius, E., & Reed, Y. (2020). Pitfalls and possibilities in literacy research: A review of South African literacy studies, 2004-2018. Reading and Writing, 11(1), https://doi.org/10.4102/rw.v11i1.238

Background: Given the comprehensively documented literacy crisis in South Africa and the gaps in what is known about the effective teaching of reading and writing in schools, high-quality literacy research is a priority.

Objectives: This article... Read More about Pitfalls and possibilities in literacy research: A review of South African literacy studies, 2004-2018.

Identifying mechanisms of change in the Early Grade Reading Study in South Africa (2019)
Journal Article
Fleisch, B., & Dixon, K. (2019). Identifying mechanisms of change in the Early Grade Reading Study in South Africa. South African Journal of Education, 39(3), 1-12. https://doi.org/10.15700/saje.v39n3a1696

The Grade 2 learner results of the Early Grade Reading Study (EGRS) randomised control trial (RCT) in the North West province showed that the structured pedagogic intervention model that included instructional coaching, lesson plans, and quality lear... Read More about Identifying mechanisms of change in the Early Grade Reading Study in South Africa.

A critical analysis of CAPS for Life Skills in the Foundation Phase (Grades R-3) (2018)
Journal Article
Dixon, K., Janks, H., Botha, D., Earle, K., Poo, M., Oldacre, F., …Schneider, K.-L. (2018). A critical analysis of CAPS for Life Skills in the Foundation Phase (Grades R-3). Journal of Education, https://doi.org/10.17159/2520-9868/i71a01

The Curriculum and Assessment Policy Statement Foundation Phase Life Skills curriculum (DBE, 2011) is composed of four focus areas: Beginning Knowledge; Personal and Social Well-being; Creative Arts; and Physical Education. These areas draw on a numb... Read More about A critical analysis of CAPS for Life Skills in the Foundation Phase (Grades R-3).

Dead-lines: teachers’ bureaucratic habitus and disciplinary writing in three South African schools (2015)
Book Chapter
Dixon, K., & Dornbrack, J. (2016). Dead-lines: teachers’ bureaucratic habitus and disciplinary writing in three South African schools. In G. Enriquez, E. Johnson, S. Kontovourki, & C. A. Mallozzi (Eds.), Literacies, Learning, and the Body: Putting Theory and Research into Pedagogical Practice. Routledge

Imagine that you are a sixteen-year-old girl who goes to school in a township in Cape Town, South Africa. Your school is in a high poverty area where crime and gangsterism are rife. You are late again, so you wait outside the locked school gate until... Read More about Dead-lines: teachers’ bureaucratic habitus and disciplinary writing in three South African schools.

A Change of Perspective: Seeing Through Children at the Front of the Classroom, to Seeing Children from the Back of the Classroom (2013)
Journal Article
Dixon, K. (2013). A Change of Perspective: Seeing Through Children at the Front of the Classroom, to Seeing Children from the Back of the Classroom. Studies in Philosophy and Education, 32(3), 273-284. https://doi.org/10.1007/s11217-012-9347-y

This article considers a noted trend by teacher educators at a South African University where student teachers seem to have very little connection with children they teach on their teaching practicals. This lack of engagement and ability to see indiv... Read More about A Change of Perspective: Seeing Through Children at the Front of the Classroom, to Seeing Children from the Back of the Classroom.

Strengthening foundation phase teacher education through mentoring (2012)
Journal Article
Kerryn, D., Lorayne, E., Vivien, L., Corin, M., Manono, M., & Geeta, M. (2012). Strengthening foundation phase teacher education through mentoring. South African Journal of Childhood Education, 2(1), Article a20. https://doi.org/10.4102/SAJCE.V2I1.20

This paper explores a multidimensional mentorship model implemented between lecturers from the foundation phase at the Wits School of Education and four master’s students from the University of Limpopo, as part of the Departments of Education’s resea... Read More about Strengthening foundation phase teacher education through mentoring.

Literacy, power, and the schooled body: Learning in time and space (2010)
Book
Dixon, K. (2010). Literacy, power, and the schooled body: Learning in time and space. Routledge. https://doi.org/10.4324/9780203851487

What effects do space and time have on classroom management, discipline, and regulation? How do teachers’ practices create schooled and literate students? To explore these questions, this book looks at early childhood classrooms, charting the shifts... Read More about Literacy, power, and the schooled body: Learning in time and space.

From poster to PhD: The evolution of a literature review (2010)
Book Chapter
Dixon, K., & Janks, H. (2010). From poster to PhD: The evolution of a literature review. In M. Walker, & P. Thomson (Eds.), The Routledge Doctoral Supervisor's Companion: Supporting Effective Research in Education and the Social Sciences. Routledge

A literature review evolves. At first the literature constitutes the research, then it is constituted by it. The story of the evolution of the literature review for Kerryn’s research is intertwined with the story of her evolving relationship with Hila... Read More about From poster to PhD: The evolution of a literature review.

A space to write: The construction of the writing subject in early schooling (2007)
Journal Article
Dixon, K. (2007). A space to write: The construction of the writing subject in early schooling. English Academy Review: Southern African Journal of English Studies, 24(2), 85-101. https://doi.org/10.1080/10131750701452329

This article applies Foucault's (1977. Discipline and punish) theory of spatial distribution in relation to the teaching of writing in English medium classrooms in early schooling. It aims to highlight the value of working with spatial theory, by att... Read More about A space to write: The construction of the writing subject in early schooling.