Interdisciplinary Journal of Sociality Studies: Announcements

Call for Special Issue-Democracy in Flux

Interdisciplinary Journal of Sociality Studies — 2024-11-09

Guest Editors: Prof. Azwihangwisi H. Mavhandu-Mudzusi
Director, School of Social Sciences
University of South Africa
mmudza@unisa.ac.za

Prof. Jeanette E. Maritz
Department of Health Studies
University of South Africa
maritje@unisa.ac.za

BACKGROUND

In recent years, democracies worldwide, including in South Africa, have encountered unprecedented challenges and transformations that have significantly impacted societal health, governance, and the very essence of democratic institutions. Globally, established democracies are grappling with crises such as climate change, environmental degradation, and rising inequality, exacerbated by decades of neoliberal policies. These challenges have rendered democracies vulnerable to the emergence of toxic leadership and the erosion of democratic values (Harris & Hughes, 2022). The COVID-19 pandemic has further tested the resilience of democratic systems, revealing the critical role of health promotion and the necessity for robust democratic institutions to navigate crises (Crismer, 2021). Amidst these challenges, the call for a ‘vibrant democratic ecology’ that emphasises participatory and deliberative democratic innovations has never been more urgent (Harris & Hughes, 2022).

As we approach the 30th anniversary of South Africa's first democratic elections in 2024, it is imperative to reflect on the nation's journey and its role as a beacon of democracy. South Africa's transition to democracy is a testament to the power of resilience and the potential for creating inclusive societies through well-designed democratic institutions (Lieberman & Lekalake, 2022). Despite facing its own challenges, including governance issues and socio-economic disparities, South Africa has demonstrated a commitment to democratic principles, offering valuable lessons on the importance of active citizenship and political participation (Graham, 2020; Suttner, 2014).

The forthcoming anniversary provides a unique opportunity to explore the theme "Democracy in Flux: Challenges and Transformations in the 21st Century" through a special issue. This theme is timely and critical for understanding the evolving landscape of democracy both globally and within South Africa. The anti-apartheid movement and post-1994 advancements have inspired a global community of democracy advocates. This special issue aims to honour that legacy by examining the resilience of democracies, the role of diversity and inclusion, and the pathways to reimagining democratic governance in the face of contemporary challenges.

Therefore, by bringing together scholarly contributions that address these themes, the special issue will contribute to the discourse on how democracies can navigate the complexities of the 21st century, ensuring the advancement of free, just, and inclusive societies. It will serve as a platform for reflecting on the lessons learned from South Africa's democratic journey and exploring innovative solutions to the challenges facing democracies worldwide. Contributions from research papers, case studies, review articles, opinions, and conceptual and theoretical perspectives are invited to enrich the discourse and explore the multifaceted dimensions of democracy in the 21st century, focusing on its resilience, challenges, and pathways to transformation. The special issue accommodates articles within the following sub-themes, among other relevant thematic-related issues.

SUB-THEMES

Democratic Resilience and Health
Evolving Democracies: Progress, Challenges, and Future Directions
Democracy, Diversity, and Inclusion
Rule of Law, Judicial Independence, and Accountability
Pluralism, Participation, and Civic Engagement
Freedom of Expression and Access to Information in the Digital Age
Socioeconomic Disparities and Political Equity
Democratic Education in a Polarised World
And others

SUBMISSION PROCESS

Prospective contributors are invited to submit abstracts to the guest editors at maritje@unisa.ac.za and mmudza@unisa.ac.za using the subject line “Democracy in Flux”. A prompt response will be provided within five days after the submission deadline, and if accepted, author(s) will be requested to prepare and submit their full manuscripts, and if otherwise, the authors will be notified accordingly. For submission guidelines and Article Processing Charges (APC), including formatting and referencing style, please refer to the author guidelines by visiting [https://pubs.ufs.ac.za/index.php/ijss/guidelines].

ABSTRACTS FOR PAPERS SHOULD INCLUDE

A concise title
Author/s name/s
Author(s) institution/affiliation
Contact details
An abstract (250 words or less)
Five keywords

TIMEFRAME (1^st of November 2024 to 30^th of June 2025)

Abstract submission begins on the 1^st of November 2024 and ends on the 31^st of December 2024.
Abstracts are accepted or rejected within five days after the deadlines, and if accepted, you will be required to submit your full article via the publishers’ online submission system, which will be provided alongside the abstract acceptance letter.
Submission of full articles starts immediately and ends on the 28^th of February 2025
The Journal operates on a continuous publishing model. This means that articles are considered individually, sent for peer review, and, if accepted at any time of the year, are immediately made available online on an article-by-article basis.

PUBLICATION TIMELINES

Abstracts submission deadline: 31 December 2024
Abstracts review and notification: 5^th January 2025
Deadlines for the full paper: 28^th February 2025
Deadlines for review reports: 30^th April 2025
Revised paper submission deadline: 31^st May 2025
Publication is done on article-by-article basis and ends on the 30^th of June 2025

AUTHOR'S RESPONSIBILITIES

A similarity index of 10% or less is required for an article to be considered for review. Upon submission, all articles will undergo screening using Turnitin software.
The Article Processing Charge is payable by the corresponding author or affiliation(s), as applicable, upon acceptance. Authors eligible for a waiver or discount may approach the Journal before submission. For more information, see the APC waiver and discount policy at [https://pubs.ufs.ac.za/index.php/ijss/waiverpolicy]
Please visit the author guidelines, download, and use the submission template for your full article.
APA 7th Edition citation, formatting, and referencing style applies.

GUEST EDITORS’ PROFILE

Prof. Azwihangwisi Helen MAVHANDU-MUDZUSI is an NRF-rated researcher and the Head of Research and Graduate Studies at the University of South Africa (UNISA). Her research niche is HIV and LGBTIQ+, particularly in rural communities. She focuses not only on academia but also on social issues and activism, which is particularly evident in her advocacy for LGBTIQ+ individuals. This is demonstrated through her publications, seminars, dialogues, awareness campaigns, and the number of students she supervises to broaden community understanding and acceptance of the LGBTIQ+ community from 2011 to the present.
Prof. Jeanette Elizabeth MARITZ is a distinguished NRF-rated researcher and professor in the Department of Health Studies at the University of South Africa. Her innovative approach intertwines posthumanist perspectives with comprehensive support for postgraduate students. Her academic portfolio includes advanced studies from Utrecht and Oxford Universities. Prof. Maritz leverages her expertise to enhance student supervision and academic engagement. Her commitment to integrating digital humanities within mental health highlights her role as a transformative leader in her field. As the guest editor for a special journal edition, Prof. Maritz's multifaceted research interests underscore her dedication to academic excellence and her contribution to evolving discourse in health, wellness, and student success. Her work champions the development of supportive academic environments that foster the well-being of both students and supervisors, reinforcing her impact on the future of health studies and education.

References

Crismer, A. (2021). COVID-19: A challenge for democracies. Rev Med Liege, 76(4), 245–247.

Graham, V. (2020). South Africa’s democracy: The quality of political participation over 25 years. Journal of African Elections, 19(1), 28–51. https://doi.org/10.20940/JAE/2020/v19i1a2

Harris, C., & Hughes, I. M. (2022). Reimagining democracy in an era of deep transition. Irish Studies in International Affairs, 31, 71–89. https://doi.org/10.3318/isia.2020.31.7

Lieberman, E., & Lekalake, R. (2022). South Africa's resilient democracy. Journal of Democracy, 33(2), 103–117.

Suttner, R. (2014). Popular power, constitutional democracy and crisis: South Africa 1994-2014. The Strategic Review for Southern Africa, 36(2), 7–30. https://doi.org/10.35293/srsa.v36i2.166

Call for Special Issue-Post-Apartheid Mathematics Education

Interdisciplinary Journal of Sociality Studies — 2024-02-02

THEME: Pedagogical and Social Transformations in Post-Apartheid Mathematics Education

Guest Editors: Dr Hlamulo Wiseman Mbhiza
mbhizhw@unisa.ac.za
Department of Mathematics Education
University of South Africa
Republic of South Africa

Prof. Zingiswa Jojo
zingiswa.jojo@ru.ac.za
Department of Secondary and Post School Education
Rhodes University
Republic of South Africa

BACKGROUND

This special issue offers insights into the pedagogies that enable effective mathematics learning within the South African post-apartheid context. Over the past decades, the view of education as a necessity for social improvement and progress has dominated individuals' perceptions across various societies. According to the South African Department of Basic Education (DBE), "the importance of education, as well as its role in human and social development, is hardly in doubt today" (DBE, 2010, p. 7) due to its association with securing better standards of living. This underscores the idea that education serves as a tool for individuals to enhance their living standards, including securing employment to sustain themselves, their families, their communities, and their countries at large. Consequently, every individual must receive a quality education, regardless of their socio-economic and educational background, to promote social justice and ensure equitable human development in society. Similarly, mathematics is viewed as a crucial subject that can improve an individual’s standard of living; mathematics knowledge is seen as vital for advancing socio-economic needs (Hodgen & Marks, 2013), expanding career horizons, and is valued for its inherent nature (Burghes, 2012). This is particularly significant in a country like South Africa, which has a history of racialising mathematics within the school curriculum.

Since 1994, various curriculum reforms have been introduced in South Africa to symbolise the transition from apartheid to a democratic educational system (Mouton et al., 2012). According to Christie (2006), "education policy and provision was one of many areas that required immediate attention to break from the racial distortions and assumptions of apartheid" (p. 378). These reforms seem to have failed to provide access for all learners, including full participation in general education and mathematics (Msila, 2007). It is distressing that, despite the curriculum reforms in South Africa since 1994, the standard and quality of education continue to be challenged, especially in terms of most learners' achievement levels in mathematics in various international, regional, and local tests (Howie & van Staden, 2012; Spaull, 2013). This situation also highlights the issue of access to qualified mathematics teachers and the effectiveness of teaching and learning mathematics, considering test results that suggest ongoing problems with mathematics achievement (for example, Trends in International Mathematics and Science Study (TIMSS, 2011) and Annual National Assessments (ANA, DoE, 2014) results. Despite this background, there is a need for research and literature that provide a critical analysis of what it means to teach and learn mathematics in post-apartheid South Africa, share best practices learned through research on the subject, and demonstrate how social justice can be realised through mathematics education in South Africa.

Due to the complex nature of mathematics teaching and learning in post-apartheid South Africa, it is essential to employ research methods that combine different techniques and procedures. We invite contributions in the form of research papers, case studies, review articles, opinions, and conceptual and theoretical perspectives to enrich the discourse. Specifically, this special issue will welcome manuscripts that explore the following themes, among others:

Post-apartheid pedagogical reasoning and action.
Pedagogical responsiveness and inclusion in post-apartheid mathematics education.
Decoloniality in mathematics education.
Teaching and learning mathematics in multiple complex contexts.
Mathematics teaching and learning in rural schools.
Mathematics education research in post-apartheid South Africa.
Initial Teacher Education for Mathematics in the post-apartheid era.

CONTRIBUTION PROCESS

Prospective contributors are invited to submit abstracts to the guest editors at mbhizhw@unisa.ac.za and copy zingiswa.jojo@ru.ac.za using the subject line “Post-Apartheid Mathematics Education”. A prompt response will be provided within three to five days, and if accepted, author(s) will be requested to prepare and submit their full manuscripts, and if otherwise, the authors will be notified accordingly. For submission guidelines and Article Processing Charges, including formatting and referencing style, please refer to the author guidelines provided at this link [https://pubs.ufs.ac.za/index.php/ijss/guidelines].

ABSTRACTS FOR PAPERS SHOULD INCLUDE

A concise title
Author/s name/s
Author(s) institution/affiliation
Contact details
An abstract (250 words or less)
Five keywords

TIMEFRAME (February 5^th – September 30^th, 2024)

Abstract submission begins on the 5^th of February and ends on the 15^th of March 2024.
Abstracts are accepted or rejected within three days of submission, and if accepted, you will be required to submit your full article.
Submission of full articles starts immediately and ends on the 15^th of July 2024
The Journal operates on a continuous publishing model. This means that articles are considered individually, sent for peer review, and, if accepted at any time of the year, are immediately made available online on an article-by-article basis.

AUTHOR'S RESPONSIBILITIES

A similarity index of 10% or less is required for an article to be considered for review. Upon submission, all articles will undergo screening using Turnitin software.
The Article Processing Charge is payable by the corresponding author or affiliation(s), as applicable, upon acceptance. Authors eligible for a waiver or discount may approach the Journal before submission. For more information, see the APC waiver and discount policy at [https://pubs.ufs.ac.za/index.php/ijss/waiverpolicy].
Please visit the author guidelines, download, and use the submission template for your full article.

GUEST EDITORS’ PROFILE

Hlamulo Wiseman Mbhiza is an esteemed academic whose research primarily encompasses Rurality, Mathematics Education, and Teaching Practice. He earned his Bachelor of Education, Bachelor of Education Honours, Master of Education by Dissertation, and Ph.D. degrees from the University of the Witwatersrand. Dr. Mbhiza's academic journey has led him through various roles, including lecturing positions at prestigious institutions such as the University of the Witwatersrand, Independent Institute of Education (Rosebank College), Instill Education, and the University of Limpopo. Presently, he serves as a Senior Lecturer in the Department of Mathematics Education at the University of South Africa. Throughout his evolving research career, Dr. Mbhiza has made significant scholarly contributions, authoring and co-authoring book chapters and journal articles. His academic excellence is further highlighted by his receipt of several distinguished scholarships, including those from the NIHSSSAHUDA and the NRF. Additionally, Dr. Mbhiza plays a vital role in the academic community as a Deputy Editor for the Africa Education Review journal, accentuating his commitment to advancing the field of Mathematics Education.

Zingiswa Jojo is a Full Professor in the Department of Secondary and Post School Education at Rhodes University. Her research is primarily focused on Mathematics Teacher Education, with a particular interest in the conceptual understanding and meaningful teaching of Geometry and Calculus Concepts, Ethnomathematics, and the integration of indigenous knowledge in mathematics teaching and learning across all educational levels. Prof. Jojo is actively involved in conducting and leading community projects aimed at enhancing the capabilities of mathematics teachers by enriching their content knowledge and pedagogical skills, thereby contributing to the improvement of mathematics education at all levels. Her work reflects a deep commitment to both academic excellence and the practical application of research findings to benefit educational practice in mathematics.

REFERENCES

Burghes, D. N. (2012). Primary problems: A first curriculum for mathematics. Politeia.

Christie, P. (2006). Changing regimes: Governmentality and education policy in post-apartheid South Africa. International Journal of Educational Development, 26(4), 373-381. https://doi.org/10.1016/j.ijedudev.2005.09.006

Department of Basic Education (2010). Towards a basic education sector plan (working document). Pretoria: Department of Education.

Department of Basic Education (2014). Report of the annual national assessment of 2014. grades 1 to 6 & 9. Pretoria: Department of Basic Education.

Hodgen, J., & Marks, R. (2013). The Employment Equation: Why Our Young People Need More Maths for Today's Jobs. Sutton Trust.

Mouton, N., Louw, G. P., & Strydom, G. L. (2012). A historical analysis of the post-apartheid dispensation education in South Africa (1994-2011). International Business & Economics Research Journal, 11(11), 1211-1222.

Msila, V. (2007). From apartheid education to the Revised National Curriculum Statement: Pedagogy for identity formation and nation building in South Africa. Nordic Journal of African Studies, 16(2), 146-160. https://doi.org/10.53228/njas.v16i2.63

South Africa. International Journal of Educational Development, 26(4), 373-381.

Spaull, N. (2013). South Africa’s education crisis: The quality of education in South Africa 1994-2011. Pretoria: Centre for Development and Enterprise.

Trends in International Mathematics and Science Study (2011). Towards equity and excellence: South African Perspective. Pretoria: Human Science Research Council.

Van Staden, S., & Howie, S. (2012). Reading between the lines: contributing factors that affect Grade 5 student reading performance as measured across South Africa's 11 languages. Educational Research and Evaluation, 18(1), 85-98. https://doi.org/10.1080/13803611.2011.641270

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