Additional information
by Doniwen Pietersen (Volume Editor), Dean Langeveldt (Volume Editor), Elson Davison Khambule (Volume Editor)
This book provides a philosophical exploration of educational leadership for the Fourth Industrial Revolution (4IR). It challenges South African leaders to move beyond simply implementing new technologies like AI and other metadata points in educational leadership, urging more profound and ethical approaches to education, teaching, and learning, and research in education spaces. By integrating Western and non-Western frameworks like Ubuntu, it addresses systemic inequalities and diverse cultural needs. The aim of the book is also to highlight what equitable, compassionate leadership practices that navigate the complexities of innovation and humanity to build a forward-thinking education system for all look like.
Contributors are: Olukayode Solomon Aboderin, Sibonelo Blose, Carlo Daniels, Thokozane Princess Dyosini, Raymond Nkwenti Fru, Claire Gaillard, Rob Graham, Loyiso Currell Jita, Thuthukile Jita, Jerome A. Kroetsch, Dean Collin Langeveldt, Moses Letsapa, Owen Madalambana, Mthokozisi Samuel Maseko, V. J. Maseko, Nancy Maynes, Malixole Mndwana, Halalisani Mngomezulu, Sindile Amina Ngubane, Buhle Stella Nhlumayo, Tolulope Ayodeji Olatoye, Adebayo Akinyinka Omoniyi, Josephine Oranga, Doniwen Pietersen, Sam Ramaila, Wendy Smidt, Masetshaba Agnes Tsosane, Cias Thapelo Tsotetsi, Lerato Elizabeth Tsotetsi, and Kathija Yassim.
Author Biography
Doniwen Pietersen, Ph.D. (2019) & Ph.D. (2023), University of Pretoria and University of the Free State, is a Professor of Philosophy of Education at the University of South Africa (Unisa), serving as Co-Chair of Research and Postgraduate Studies in his department. He holds two doctoral degrees, one in Philosophy and one in Policy Studies in Education. His research focuses on the philosophy of education, exploring Freirean frameworks, critical (humanizing) pedagogy, feminist theory, care ethics (pedagogy), and social justice to inform transformative education and equitable policy reform. He is the Editor-in-Chief Mentee for the South African Journal of Science (SAJS). An active scholar, he publishes extensively, supervises postgraduate students, and participates in international conferences, committed to ethical, inclusive, and accessible knowledge production.
Dean Collin Langeveldt, Ph.D. (2022), University of South Africa, is a Lecturer at Sol Plaatje University's Faculty of Education. Langeveldt's ongoing scholarly project focuses on educational leadership and management, workplace bullying prevention in schools, and inclusive education practices, utilizing critical pedagogy frameworks and human rights-based approaches to inform transformative pedagogies and equity-driven education policy reform. This project is advanced through his extensive publications in peer-reviewed journals, active supervision, participation in national and international conferences, rigorous peer reviewing, and a steadfast commitment to ethical, inclusive scholarship. His editorial work and research contributions are key components of this project, enhancing research visibility and advancing high impact, ethically engaged scholarship in educational leadership for the digital age.
Eckson Khambule, Ph.D. (2024), University of Johannesburg, is a Lecture of Comparative and International Education at the University of South Africa (UNISA). He serves in the Higher Degrees Committee, Integrity Committee and chairs the Transformation Committee in the Department of Educational Foundations at UNISA. He has held teaching positions at the University of KwaZulu-Natal, Nelson Mandela University, and Columbia University in the United States. His research interests include international educational development and comparative education, decolonial theory, land and agrarian reform, peace education as well higher education studies.
