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VOLUME 14 CONTENTS 2016 VOLUME 14, Number 1 JULY 2016
C. I. O. Okeke and N.E. Mpahla • Continuing Professional Teacher Development: The Case of Junior Teachers in one Rural Education District in South Africa 1-10 DOI: 10.31901/24566799.2016/14.01.01
Ashish Alex, K. Vidyasagaran, A. Prema and A. V. Santhosh Kumar • Analyzing the Livelihood Opportunities among the Tribes of the Western Ghats in Kerala 11-17 DOI: 10.31901/24566799.2016/14.01.02
M.A. Mufutau and C.I.O. Okeke • Factors Affecting Rural Men’s Participation in Children’s Preschool in One Rural Education District in the Eastern Cape Province 18-28 DOI: 10.31901/24566799.2016/14.01.03
Lekau Eleazar Mphasha • Taboos as Supernatural Interdictions in Folklore: The Constructors of Social Reality 29-36 DOI: 10.31901/24566799.2016/14.01.04
Akinwale Olusola Mokayode, Emmanuel O. Adu and Seriki Idowu Ibrahim • Exploring Challenges Faced by Small Business Owners on Poverty Reduction in Rural Eastern Cape, South Africa 37-43 DOI: 10.31901/24566799.2016/14.01.05
P. N. P. Mtyuda and C.I.O. Okeke • Factors Associated with Teachers’ Job Dissatisfaction in Schools in Rural Eastern Cape Province 44-53 DOI: 10.31901/24566799.2016/14.01.06
M. A. N. Duma and A.B. Buthelezi • Staff Development in Rural Schools in South Africa: Experiences of Principals in Uthungulu District 54-59 DOI: 10.31901/24566799.2016/14.01.07
Guide for Contributors 60-65
List of Members of the Editorial Board 66-67
VOLUME 14, Number 2 DECEMBER 2016
SPECIAL ISSUE NO. 3
African Indigenous Languages and Communication for Sustainable Livelihood
Hassan O. Kaya (Guest Editor) Editorial iii-iv
Nadaraj Govender • Locating the Centrality of African Languages and African Indigenous Knowledge in the Embodiment Thesis: Implications for Education 68-79 DOI: 10.31901/24566799.2016/14.02.01
Felix Banda and Dennis Banda • Nyanja/Chewa Proverbs as Didactics: Recontextualising Indigenous Knowledge for Academic Writing 80-91 DOI: 10.31901/24566799.2016/14.02.02
Juliet Kamwendo and Hassan O. Kaya • Gender and African Proverbs 92-99 DOI: 10.31901/24566799.2016/14.02.03
Zinhle Nkosi • What Content Can Be Taught Using Zulu Proverbs and How? A Case of One Durban Secondary School 100-109 DOI: 10.31901/24566799.2016/14.02.04
Vuyokazi Nomlomo and Zilungile Sosibo • Indigenous Knowledge Systems and Early Literacy Development: An Analysis of IsiXhosa and IsiZulu Traditional Children’s Folktales and Songs 110-120 DOI: 10.31901/24566799.2016/14.02.05
Hassan O. Kaya, Gregory H. Kamwendo and Leonce Rushubirwa • African Indigenous Languages in Higher Education 121-128 DOI: 10.31901/24566799.2016/14.02.06
Jabu Mzimela • Exploring the Role of Teaching Using Folklore in Developing Grade R Learners’ Mother Tongue 129-137 DOI: 10.31901/24566799.2016/14.02.07
Bonakele Y. Mhlongo • Beyond The Policy Rhetoric: IsiZulu in a Dual-medium Postgraduate Language Teacher Programme 138-147 DOI: 10.31901/24566799.2016/14.02.08
Aloysia Makoae • Analysis of Conceptual Metaphor in the Sesotho Catholic Church Hymnbook, Lifela Tsa Bakriste: Denoting the Metaphors of Connotative Names 148-156 DOI: 10.31901/24566799.2016/14.02.09
Chinekpebi Anyanwu • Assessing Students’ Perceptions of Conversational IsiZulu as a Compulsory Module in a South African University 157-164 DOI: 10.31901/24566799.2016/14.02.10
Index 165-166
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