Nazarbayev University
Graduate School of Education

Graduate School of Education

Tsediso Michael Makoelle

Profile

Tsediso Michael Makoelle
Position:
Vice Dean for Research, Associate Professor
Office Phone:
+7(7172)709368
Specializations:
Inclusive education
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Education:

Doctor of Philosophy, PhD, Educational Psychology (with specialization in Inclusive Education), University of Manchester, UK

Doctor of Education, D Ed, Education Leadership & Management, University of South Africa

Master of Education, M Ed, Psychology of Education, University of Free State, South Africa

Bachelor of Education Honors, B Ed (Hons), Educational Psychology, Nelson Mandela University, South Africa

Bachelor of Arts, BA, Psychology & Education, University of South Africa

Post-Graduate Diploma in Education, PGDE, Psychology of Education, University of Free State South Africa

Further Diploma in Education, FDE, Education Leadership & Management, University of Pretoria, South Africa

Secondary Teachers Diploma, STD, Secondary Teachers Diploma, College of Education, South Africa

Certificate, University leadership, University of Johannesburg, South Africa

 

Courses taught at GSE:

  • EDIE 652: Curriculum Design: perspectives on Addressing Barriers to Teaching and Learning (Including SEN)
  • EDUC 662:  Meeting special educational need, curriculum, teaching
  • EDUC 660: Theories of Inclusive Education
  • EDUC 601: Leadership, Planning and Change Management
  • EDUC 615: Perspectives on Inclusive Education

 Thematic areas of research specialization:

  • Early childhood education: inclusive early childhood teaching  and learning environments
  • School education:  Education Law, School Effectiveness & Improvement, Leadership & Change management
  • Higher education:inclusive higher education curriculum, policy & practices, teacher education and inclusion
  • Inclusive education: curriculum , teaching and learning, assessment, leadership in Inclusive education settings

Geographic areas of research specialization (countries)

  • South Africa, Kazakhstan, Russia, SADEC Countries, Central Asia and International.

 

Research & Publications

Books

  • Makoelle, T.M.& Torrano, D. (forthcoming). Inclusive Education in Kazakhstan. Netherlands: Sense Publishers
  • Makoelle TM (expected, 2019) Action Research: a critical praxis. Sun Press Publishers.
  • Makoelle TM (2016) Inclusive Teaching in South Africa. Sun Press Publishers, SBN 978-1-928355-02-1 ISBN 978-1-928355-03-8 (e-book) DOI: 0.18820/9781928355038

Book Chapters

  • Makoelle, T.M. (2018). Multiculturalism through transformative teaching and learning. In L. Tlale & T. Makhalemele, Integrating multicultural education into the curriculum for decolonization: benefits and challenges (Eds) New York: Nova Publishers, USA. ISBN: 978-1-53613-583-1
  • Makoelle, T.M.& Somerton, M. (2018). Facilitating inclusive teaching and learning spaces through digital education technology: A case of postgraduate students and faculty in Kazakhstan. In P. Peres, F. Moreira, & A. Mesquita (Eds.), Educational and Social Dimensions of Digital Transformation in Organizations (pp. 43-64). Portugal: IGI Global Publishinghttps://doi.org/10.4018/978-1-5225-6261-0
  • Makoelle, T.M. (2015). Disability a social discourse: who is disabled? In Magano D &Ramnarian U,   Teaching Sustainability in the 21st century: Pearson ISBN 9781775952992.
  • Makoelle,T. M. (2015). Gender and disability: who is enabled finally? In Magano D &Maguvhe. Disability in Context; a socio-educational perspective in South Africa: Cengage Learning, ISBN: 978-1-4737-1907-1
  • Makoelle, T.M. (2010). Action Research: a tool of stimulating reflection and innovation among teacher researchers in Francis, D., Mahlomaholo, S., & Nkoane, M. (2010).Praxis Towards Sustainable Empowering Learning Environments in South Africa. Bloemfontein: Sun Press Publishers.
  • Makoelle, T.M. (2009). Outcomes-based education as a curriculum for change: acritical analysis in Piper, H., Piper, J. and Mahlomaholo, S. (2009) Educational Research and Transformation in South Africa. Lynnwood Ridge: Science Africa.

 

International Encyclopaedias & Handbooks

  • Makoelle, T.M. (2019, in press). Teacherempathy: a prerequisite for an inclusive classroom. In P. Bartolo, Encyclopedia  for Teacher Education: Springer

 Journal Articles (Scopus & Web of science indexed)

  • Makoelle, T.M. & du Plessis, P. (2019) Analyzing principals policy perceptions of educators disciplinary procedure:  cases in Gauteng province of South Africa: Interchange: Springer:1-14. https://doi.org/10.1007/s10780-019-09356-2 (Scopus)
  • Makoelle, T.M. & Makhalemele T (2019-in press) Teacher leadership in South African schools, International Journal of Management in Education (Scopus)
  • Makoelle, T.M. (forthcoming). Language, terminology and inclusive education: a case of Kazakhstani transition to inclusion, Sage Open Journal (Scopus)
  • Makoelle, T.M. (forthcoming). Transition towards inclusive education in post-soviet countries: a case of Kazakhstan, Review of Education: An International Journal of Major Studies in Education (Web of science)
  • Makoelle, T.M. (2014). Changing teacher beliefs and attitudes towards inclusion in South Africa: lessons from collaborative action research. Journal of Social Sciences,38(2): 125-134.  https://doi.org/10.1080/09718923.2014.11893242 (Web of science)
  • Makoelle, T.M. (2014). School based support teams as communities of enquiry: a case of developing inclusive practices. International Journal of Educational Sciences, 7(1) 67-76. https://doi.org/10.1080/09751122.2014.11890170 (Web of science)
  • Makoelle, T.M. (2014). Exploring effective teaching practices for inclusion: a case of a South African secondary school. International Journal of Education Sciences,7(1)183-192. https://doi.org/10.1080/09751122.2014.11890181 (Web of science)
  • Makoelle, T.M. (2014). School effectiveness and inclusion: cases of selected secondary schools in South Africa. International Journal of Educational Sciences, 5 (14) 131-140. https://doi.org/10.1080/09751122.2014.11890176 (Web of science)
  • Makoelle, T.M. (2014). Exploring Factors contributing to school improvement in South African secondary schools, International Journal of Educational Sciences, 7(1) 120-130. https://doi.org/10.1080/09751122.2014.11890175 (Web of science)
  • Makoelle, T.M. & M. (2014). Multi-grade teaching and inclusion: selected cases in the Free State province. International Journal of Educational Sciences, 7 (1) 77-86. https://doi.org/10.1080/09751122.2014.11890171 (Web of science)
  • Botha, R. J. &Makoelle. T.M. (2012) Exploring Practices Determining School effectiveness. A Case Study in Selected South African Secondary Schools, International Journal of Education Sciences, 4(2): 79-90. https://doi.org/10.1080/09751122.2012.11890030 (Web of science)
  • Makoelle, T.M. (2012). Social Communication and Inclusive Teaching Practices: an action research case. Communitus, Special Issue, Communitas, 17 (1): 199-215. (Scopus)

 

 Other Journal Articles (Peer-reviewed)

  • Makoelle, T.M. & Malindi,  J. (2015).  Resilience: a framework for inclusive pedagogy. Electronic Journal of Inclusive Education, vol 3 no 3. libraries.wright.edu/ejie/vol3/iss3/2/  
  • Makoelle, T.M. (2014). Changing teacher beliefs and attitudes towards inclusion in South Africa: lessons from collaborative action research. Journal of Social Sciences,38(2): 125-134. https://doi.org/10.1080/09718923.2014.11893242
  • Makoelle, T.M. (2014). Inclusion and sport; analysis from South African schools. Electronic Journal of Inclusive Education 3 (2).
  • Makoelle, T.M. (2014). Inclusive education: are we there? Some global challenges, Contradictions and anomalies; Journal of Sociology and Sociology Anthropology, 5(3): 303-309. https://doi.org/10.1080/09766634.2014.11885634
  • Makoelle, T.M. (2014). Inclusion and exclusion: rural teachers and learners’ experiences: cases in the Free State province: The Anthropologist, 18 (3): 1097-1104. https://doi.org/10.1080/09720073.2014.11891592
  • Kioko, V. & Makoelle, T.M. (2014). Inclusivity: an exploratory study into learning and teaching experiences of disabled students at Winchester University. International Education Studies, 7 (6) 106-116. DOI: http://dx.doi.org/10.5539ies.v7n6p106
  • Makoelle, T.M. (2014). Cognitive justice: a road map for equitable inclusive learning environments. International Journal of Education and Research, 2 No. 7: 505-518.
  • Makoelle, M. (2014). Information Communication Technology (ICT) and inclusive pedagogy. International Journal of Education and Research.Vol. 2 No. 7: 519-534.
  • Makoelle, T.M. (2014). Pedagogy of inclusion: a quest for teaching and learning. Mediterranean Journal of Social Sciences, 5 No 17: 1257-1269.
  • Makoelle, T.M. & Van Der Merwe, M. (2014). Educational change and inclusion: lessons from collaborative action research. Mediterranean Journal of Social Sciences, 5 (14) 169-180.
  • Mashishi, N. & Makoelle, T.M. (2014). Inclusion or exclusion ramifications of teenage pregnancy: a comparative analysis of Namibia and South African schools pregnancy policies. Mediterranean Journal of Social Sciences, 5 (14) 374-380.
  • Makoelle, T.M. (2014) Race, ethnicity and inclusion in South Africa, Mediterranean Journal of Social Sciences, 5 (14) 283-290.
  • Makoelle, T.M. (2014). Information Communication Technology (ICT) and inclusive pedagogy. International Journal of Education and Research. Vol. 2 No. 7: 519-534
  • Makoelle, T. M. (2012). The State of Inclusive Pedagogy in South Africa: a literature review. Journal of Sociology and Social Anthropology, 3(2): 93-102. https://doi.org/10.1080/09766634.2012.11885569
  • Makoelle, T.M. (2012). Analysing the use of Action Research to Develop Practices of Inclusion: a case of a South African school. Journal of Sociology and Social Anthropology, 3 (2): 83-9. https://doi.org/10.1080/09766634.2012.11885568  

 

Conferences Papers (full papers/ peer reviewed)

  • Makoelle, T.M., & Assanbayev, A. (2018). Practices Promoting Inclusion of Adult Students with Disabilities in Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). In Proceedings (online): Nägele, C., & Stalder, B. E. (Eds.) (2018). Trends in vocational education and training research. Proceedings of the European Conference on Educational Research (ECER), Vocational Education and Training Network (VETNET). https://doi.org/10.5281/zenodo.1319718.
  • Mafumbate, R., Makoelle, T.M. & Magano, D. (2013) an exploratory study on children at risk: a case of orphans’ social and intellectual wellness in Masvingo urban, Zimbabwe: The 40th Annual International Conference of SASE.
  • Makoelle, T.M. (2014). Inclusion of learners in a culturally alien school environment: cases of cultural resilience in a South African school context, Proceeding of World Congress on Special needs education, Temple University, Philadelphia, USA 11-14 August 2014, ISBN: 978-1-908320-33-9 pp 24.

 

Non-Peer review Journal Articles & Editorials

  • Makoelle, T.M. (2018). Inclusive Education in Post-Soviet Countries: a case of Kazakhstan, NUGSE Research in Education Journal, http://nur.nu.edu.kz/handle/123456789/3727
  • Makoelle TM (2017) Assessment in Inclusive classrooms: Analysis of selected Kazakhstani classrooms in Inclusive schools, Pedagogical Dialoque, vol 1 (19) 62-65.
  • Makoelle, T.M. (2016). Inclusive Education Approach in Higher Education: a case of Kazakhstan, Kazakhstan Higher Education Journal, no4/2016: 10-14.

Research Reports

  • Kasa, R., Torrano, D., Somerton, M., Helmer, J & Makoelle, T.M (2019) Creating conditions for inclusive education in Kazakhstan: A case study of a resource center in Astana: Dara Foundation.

 

Conference Presentations & Abstracts

 Key note/ Plenary Presentations

  • Makoelle, T.M. (2017). Inclusive Education in Kazakhstan, presented at the 1st Annual Kazakhstan Research Association Conference held at Nazarbayev University on 9-11,Fenruary 2017.
  • Makoelle, T.M. (2017). Inclusive Education in Kazakhstan: Achievement and challenges, presented at Ministry of Education and Science Seminar, The criteria of evaluation of educational achievements of students in the transition to the updated content of curriculum, held at Turkestan Street. Republican School of Physics and Mathematics on 23 February.
  • Makoelle, T.M. (2016). Multicultural Education as a Strategy for One Belt, One Road Cultural Exchange and Integration, presented at International Conference, One Belt, One Road Industry/Education Integration and Enterprises Development, held by the National Centre for Schooling Development Programme, China Ministry of Education and ZET Corporation in Beijing on December 05-06 2016.
  • Makoelle, T.M. (2016). Inclusive Education Approach in Higher Education: a case of Kazakhstan, presented at Bologna International Conference held in Kazakhstan 25 October 2016.
  • Makoelle, T.M. (2014). Becoming an Inclusive teacher: dispelling beliefs and attitudes: Presented at Teacher Upfront Seminar, Sci-Bono Discovery Centre, Johannesburg, 25th March 2014.
  • Makoelle, T.M. (2014).Inclusion in Higher Education: A quest for Epistemic Access, presented at SURLE, University of Free State , 29th to 31st October 2014.
  • Makoelle, T.M. (2014). Inclusion in Higher Education: A quest for Epistemic Access, presented at SOTL Seminar, University of Johannesburg, 21 August 2014.
  • Makoelle, T.M. (2012). Learning challenges and difficulties with teacher training in inclusive education. Inclusive Education Conference. Garden Court, OR Tambo International Airport, 25 October.

 

Sessional Presentations

  • Makoelle, T.M. (2017). Inclusive Education in Kazakhstan presented at 3rd International forum on Teacher Education “teacher education for changing world” the forum will be held at Russian academy of education, Kazan (Volga region) Federal University in Kazan, Russia on May 23-25, 2017.
  • Makoelle, T.M. (2016). Teacher Leadership in South African School, presented at World Congress of Comparative Education Societies, Beijing, China 22-26 August 2016.
  • Makoelle, T.M. & Malindi, M. (2014). Psychosocial vulnerability among learners who attend farm schools in South Africa, presented at the EASA conference 14-15 January 2014.
  • Makoelle, T.M. & Malindi, M.J. (2014). Resilience: a framework for inclusive pedagogy. The IJEDA International Journal of Educational Development in Africa Symposium2 – 5 MARCH 2014: Sparkling Waters Hotel & SPA Rustenburg.
  • Makoelle, T.M. (2014). Inclusion and Sport: analysis of selected South African township schools, to be presented at 6th Annual Teacher Education Distance conference 09-11 April 2014 Kwa Maritane Bush Lodge, Pilanesberg.
  • Makoelle, T.M. (2014). Inclusion of learners in a culturally alien school environment: cases of cultural resilience in a South African school context, Presentation at World Congress on Special needs education, Temple University, Philadelphia, USA 11-14 August 2014.
  • Makoelle, T.M. (2013) inclusive education: are we there? Some global challenges, contradictions and anomalies, presented at Wits SAALED Inclusive Education Conference to be held on 01-06 July 2013.
  • Makoelle, T.M. (2013). Pedagogy of inclusion: Quest for social justice and sustainable learning environments, Annual international Colloquium at University of Free State, 29th -31st October 2013.
  • Makoelle, T.M. (2012). Teaching or facilitation? Deconstructing the role of the teacher within the changing curriculum context in South Africa, presented at Umalusi Conference in 10-12 May 2012.
  • Makoelle, T.M. (2012). Multi-graded teaching and inclusion: selected cases in the Free State province, to be presented at 2st Sustainable Rural Learning ecologies (SURLEC) Colloquium 01-03 October 2012 University of Free State, Bloemfontein.
  • Makoelle, T.M. (2011). Exploring classroom teaching practices that are effective in promoting inclusion in South African secondary schools presentation: DPR conference, University of Plymouth, UK 13-15 April.
  • Makoelle, T.M. (2011). The analysis of the transitional impact of the transference of teachers from small rural schools to large urban schools; case studies in the Free State: presented at 1st Sustainable Rural Learning ecologies (SURLEC) Colloquium 24-26 November 2011 University of Free State, Bloemfontein.
  • Makoelle, T.M. (2011). Exploring practices determining the effectiveness and improvement of secondary schools in the Free State province: presented at 2ND Annual RITAL Conference 2011: Research & innovation in teaching and learning; Cape Peninsula University of Technology, 13 December 2011.
  • Makoelle, T.M. (2010). The theoretical and philosophical discourses underpinning the etiology of inclusive education research: presented at Third Research Colloquium, 29-30thSeptember, University of Free State, Bloemfontein.
  • Makoelle, T.M. (2010). Inclusion as discourse: analyzing texts from the South African white paper 6: building an inclusive education and training: presented at Third Research Colloquium, 29-30thSeptember, University of Free State, Bloemfontein.

 

Funded Research Project

  • 2018 – Investigator“Creating conditions for inclusive education in Kazakhstan: A case study of a resource center in Astana”, DARA Foundation and Nazarbayev University Graduate School of Education.
  • 2017 – Investigator:'Translation and Continuity of Educational Innovations in the Secondary Education System of Kazakhstan' Inclusion and equity in rural Schools in Kazakhstan – Cambridge University.
  • 2015-2016: Investigator: Roadmap Project on Inclusive Education in Kazakhstan.
  • 2013: investigator:  NRF Research Chair in “Education and Care in Childhood”
  • 2013-2014: Investigator: Dialogic learning in classroom communities: methods to improve learning attainment.
  • 2014-2015: Principal Investigator: South African Thuthuka Funding Project.

 

Doctoral Supervision

Completed / Graduated

  • Aidar Khoroshash (Graduated 2017): The exploration of teacher leadership at secondary schools in Kazakhstan: Nazarbayev University.
  • Herman Matjeke: (Graduated-2018) Principals’ experiences in supporting primary school teachers living with HIV/AIDS: University of Johannesburg.
  • Jean Fourie: (Graduated-2017) School based collaborative support networks in fostering inclusive education in selected South African schools: University of Johannesburg.
  • Tanya Bekker: (Graduated-2015) Enabling epistemological access: exploring the pedagogical choices of Intermediate Phase teachers: University of Johannesburg.
  • Gladys Ayaya: (Completed-2019) Developing an inclusive teaching framework for learners with diverse needs in full service schools in Johannesburg East: University of Johannesburg.
  • Nthabiseng Ngwenya: (Completed-2019) inclusive teaching practices in adult education and training institutions in Gauteng East District: University of Johannesburg.

 

Current Supervision

  •  Arman Assanbayev: Practices Promoting Inclusion of Adult Students with Disabilities in Kazakhstani Technical Vocational Education and Training Institutions (TVETIs): Nazarbayev University.
  • Viktoriya Rydchenko: Faculty Experiences of Curriculum Development in Transnationally Merged Universities: Nazarbayev University.
  • Lyazat Gapbassova: Pre-service Teachers’ Mentoring Practices in the Mainstream Secondary Schools of Kazakhstan: Nazarbayev University.

 

External Examiner for Doctoral/ Master Thesis (shortlist)

  • University of Malta, Malta
  • University of South Africa
  • University of Johannesburg, South Africa
  • University of KwaZulu-Natal, South Africa
  • University of Free State, South Africa

Reviewer for Funding Bodies

  • Reviewer for National Research Foundation (NRF) of Republic of South Africa

Previous Management  Positions

  • School Principal: Department of Education, South Africa
  • School Vice Principal: Department of Education, South Africa
  • School Head of Department: Department of Education, South Africa
  • Centre Coordinator for Post graduate studies ( B Ed Hons) : University of Free State, South Africa