Keynote Speakers

Achille Mbeme

Professor Achille Mbembe, born in Cameroon, obtained his Ph.D in History at the Sorbonne in Paris in 1989 and a D.E.A. in Political Science at the Institut d’Etudes Politiques (Paris). He was Assistant Professor of History at Columbia University, New York, from 1988-1991, a Senior Research Fellow at the Brookings Institute in Washington, D.C., from 1991 to 1992, Associate Professor of History at the University of Pennsylvania from 1992 to 1996, Executive Director of the Council for the Development of Social Science Research in Africa (Codesria) in Dakar, Senegal, from 1996 to 2000. Achille was also a visiting Professor at the University of California, Berkeley, in 2001, and a visiting Professor at Yale University in 2003. He has written extensively in African history and politics, including La naissance du maquis dans le Sud-Cameroun (Paris, Karthala, 1996). On the Postcolony was published in Paris in 2000 in French and the English translation was published by the University of California Press, Berkeley, in 2001. In 2015, Wits University Press published a new, African edition. He has an A1 rating from the National Research Foundation.

Marie Brennan

Marie Brennan started work in education as a Humanities teacher in Victorian technical schools. She subsequently moved to the Access Skills Project Team in the Curriculum & Research branch of the Victorian Department of Education, working with teacher action research around questions of literacy, numeracy and social justice. She then co-led the Victorian School Improvement Plan, engaging teachers, parents and students in School Self-Evaluation across the state. After gaining her PhD, Marie moved to the university sector, with stints at Deakin, Central Queensland, Canberra, University of South Australia (where she had a five year term as Dean) and Victoria Universities. She is now an honorary Professor at VU, an Adjunct Professor at the University of South Australia and Professor Extraordinary at Stellenbosch University in South Africa. She has researched and published on democratic and participatory research, curriculum, teacher education and social injustice in education.

Richard Tabulawa

Prof Richard Tabulawa graduated from the University of Botswana with a BA (Humanities) degree in 1985 having majored in English and Environmental Science. The following year (1986) he graduated from the same institution with a Post-Graduate Diploma in Education (PGDE). He taught briefly at Swaneng Hill School, Serowe before joining the University of Botswana in 1987 as a Staff Development Fellow (SDF). In 1989 he graduated from the University of Manchester (UK) with a MEd (Curriculum Development). In 1992 he enrolled with the University of Birmingham (UK) graduating in 1995 with a PhD in Education. Since then he has been lecturing at the University of Botswana where he served as Head of Department between 1996 and 2000 and Dean of the Faculty of Education between April 2009 and May 2015.

He was promoted to the rank of Senior Lecturer in 1998 and to that of Associate Professor in 2008. Richard has published articles in a number of world-class journals, which include Comparative Education, International Journal of Educational Development, Journal of Curriculum Studies, Globalisation, Societies and Education, International Journal of Qualitative Studies in Education, Higher Education, International Research in Geographical and Environmental Education, and many others. He also has a number of book chapters and a book entitled Teaching and Learning in Context: Why pedagogical reform fails in sub-Saharan Africa published by CODESRIA in 2013. A number of these publications are prescribed readings in universities in the USA, Britain, South Africa, Sweden, Denmark etc.

Dear SAERA Members

You are welcome to the official website of the South African Educational Research Association (SAERA). This platform serves as a central hub where one can stay informed and be kept abreast of the latest news and developments about events like seminars, symposiums, workshops, conferences organized by SAERA.

SAERA is a community of like-minded scholars who are passionate and dedicated to active and result-oriented educational research capable of solving the challenge confronting teaching and learning. SAERA was founded with a fundamental aim of enhancing educational research in South Africa and beyond. As a learned association, SAERA aim to foster collaboration among researchers, educators, and policymakers, to create an environment where theory and practice converge meaningfully. Our association aspires to bridge the gaps that often exist between academic research and practical implementation, a gap that, if left unaddressed, can stifle our efforts towards educational transformation. A central tenet of our mission is to promote rigorous research quality. In an age where information overload has become a norm, it is important that we not only produce research but ensure that our researches are of quality and highest standard. Our commitment to research integrity is unwavering, and we strive to cultivate an atmosphere where scholarly work is not only respected but also valued for its impact on educational practices. We believe that through high-quality research, we can influence policies that will make a tangible difference in the education sector.

Over the years, paucity of quality research outputs has been a daunting stumbling block to research frontiers in Africa and the rest of the world. As we forge ahead in this 21st century, it is crucial to devote particular attention to developing the next generation of researchers. It is important to note that investing in young researchers is not merely a gentle encouragement; it is a necessity. They are our torchbearers in the relentless quest for knowledge and innovation. To achieve this, we offer mentorship programmes, workshops, and resources aimed explicitly at equipping young researchers with the skills and knowledge they require to succeed. By nurturing these talents, we ensure that the field of educational research remains dynamic, robust, and responsive to the ever-evolving educational landscape to meet the need of the modern society.

Our vision is not defined by individual achievements but by the establishment of a cohesive, coherent, and inclusive academic and research identity within the education sector. We seek to create vigorous and responsive epistemic communities that foster collaboration, dialogue, and innovation. These will serve as platforms for sharing best practices, discussing challenges, and brainstorming solutions to common issues in educational research. Moreover, we recognize the importance of interaction with national and provincial education departments and research agencies. These relationships are vital as they pave the way for informed policy-making backed by solid research evidence. We will actively seek to engage these stakeholders, ensuring our research informs their initiatives. This collaboration enables us not only to advocate for the importance of educational research but also to influence policy decisions that will lead to improved educational outcomes for all South Africans.

As we strive for local impact, we must also set our sights on the global stage. The world is becoming increasingly interconnected, and our efforts should reflect that reality. Therefore, SAERA is committed to establishing links with international educational research organizations and similar entities across Southern Africa and the broader African continent. Together, we can share insights, learn from one another, and contribute to a unified body of knowledge that serves our collective goals. These collaborations will enrich our understanding and elevate our standing in the global academic community, allowing us to contribute actively to international discourses on education.

Yours in scholarship.

 Prof. Melanie B. Luckay.