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Vol. 30 No. 3 (2016)

Published: 2016-08-21

Section A Editorial

Revitalising career counselling to foster career adaptability and resilience during change and turbulence

J.G. Maree

1-5
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Leading Article

'All's well that ends': Concluding a deanship

I. Eloff

6-20
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Section A

Reflective career dialogues

F. Meijers, R. Lengelle

21-35
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Enabling resilience: Shifting the intergenerational career expectations of South Africans challenged by structural disadvantage

L. C. Theron

37-53
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Supporting student transitions: Integrating life design, career construction, happenstance, and hope

J.J. Peila-Shuster

54-67
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An interplay of self-efficacy in pursuit of a tertiary qualification: A case study of a black male

D.L. Alexander

68-84
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Life Orientation teachers' career development needs in Gauteng: Are we missing the boat?

B.M. Diale

85-110
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Social career influences of Xhosa adolescents elicited using the Systems Theory Framework in a peri-urban South African township

A.J. Albien, A.V. Naidoo

111-137
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The value of the gap year in the facilitation of career adaptability

S. Rabie, A.V. Naidoo

138-155
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The usefulness of facilitating narrative career counselling with learner-athletes in a South African sport school

L.H. Human, M. Human

156-169
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Career construction as a way of resolving career indecision

J.G. Maree

170-192
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Section B Editorial

Critical posthumanism, new materialisms and the affective turn for socially just pedagogies in higher education

V. Bozalek, M. Zembylas

193-200
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Section B

Diffracting socially just pedagogies through stained glass

V. Bozalek, A. Bayat, S. Motala, V. Mitchell, D. Gachago

201-218
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In pursuit of socially just pedagogies in differently positioned South African higher education institutions

B. Leibowitz

219-234
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A diffractive exploration of affect: Learning, research and teaching in obstetrics

V. Mitchell

235-254
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The Anthropocene crisis and higher education: A fundamental shift

D. Carstens

255-273
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#Rhodes Must Fall: A posthumanist orientation to decolonising higher education Institutions

K. Murris

274-294
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The performativity of digital stories in contexts of systemic inequality

D. Gachago

296-308
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The ethics of becoming in a pedagogy for social justice. A posthumanist perspective

D. Postma

310-328
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'Entering the relation of movement and rest': Considering the State apparatus, becoming-women and anarchism in socially just pedagogies

C. Gray van Heerden

329-345
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