Vol 5 No 3 (2023): Research in Educational Policy and Management (Special Issue)
Research in Educational Policy and Management (Special Issue)

The Research in Educational Policy and Management (REPAM) is a double-blind peer-reviewed scholarly online journal. REPAM welcomes any research papers on issues such as educational policy, management and leadership in education, research and evaluation, the racial and economic achievement gap in education reform, leadership in social-change organizations, entrepreneurship in education, and the use of data to improve teaching and learning, curricular reform in P–20.



Tshele Moloi, Mogalatjane Edward Matabane, Clement Simuja, Byung-In Seo, Bulent Tarman
Constructing a Social Justice Curriculum Policy in the 21st Century
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Adri Du Toit
Entrepreneurial Learning: Creating Value towards Social Justice
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Maria Tsakeni, Paul Nwati Munje; Loyiso Jita
Exploring School Improvement Opportunities through Distributed Leadership Practices for Science and Mathematics in South African Schools
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Lindiwe Gloria Mokotjo
Exploring High School Mathematics Teachers’ Experiences of Professional Development in the Integration of GeoGebra
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Nkwenyana Solomon Baas, Cias Thapelo Tsotetsi
“I Mainly Rely on the Textbook:” A Call for Teacher Enhancement in Agricultural Sciences
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James Sibanda
Grade 11 Learners' Ability to Formulate Mathematics and Mathematical Literacy Questions within a Real-World Soccer Context in Tshwane, South Africa
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Dean Collin Langeveldt, Doniwen Pietersen, Arrie van Wyk
South African Legal Framework to Prepare Pre-Service Teacher Education Programmes: A Freirean Approach
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Medson Phindani Mapuya
Exploring Social Justice Issues That Inform the 21st-Century Curriculum in Higher Education: Lecturers’ Voices and Experiences
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Melissa Steyn, Kudzaiishe Vanyoro
Debunking Critical Theory’s ‘Indoctrination’ Charge: Provisional Notes on Critical Diversity Literacy Pedagogy
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Godsend Tawanda Chimbi, Loyiso C. Jita
Curriculum Reform for Social Justice: A Critical Policy Historiography of Transformation in Lesotho, Zimbabwe and South Africa
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Rosaline Raseboya Sebolao
Enhancing Academic Development: A reflexive exploration of Staff and Students’ Experiences on curriculum co-creation
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Arrie van wyk
Leadership Practices to Mitigate Violence and Promote Social Justice in South African Schools
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Bongani Innocent Nkambule, Sindile Amina Ngubane
The Effect of Batho Pele Principles on Mediating Internally and Externally Directed Knowledge-sharing Practices in Public Schools
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