Faculty Research Profiles: Bekisizwe Ndimande

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Assistant Professor

Curriculum & Instruction
311 Education Building
1310 S. 6th St. MC 708
217 244-8286
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Research Biography

Bekisizwe Ndimande's research interests include the politics of curriculum and examining the policies and practices in post-apartheid desegregated public schools and the implications of school "choice" for disadvantaged communities. His current research on these issues also provides a comparative analysis between the United States and post-apartheid South Africa.

Degrees

  • Ph.D., Curriculum & Instruction and Education Policy Studies, University of Wisconsin-Madison, 2005
  • M.Ed., Curriculum Design, Implementation, and Evaluation, University of Massachusetts, Amherst, 1998
  • B.Ed., Foundations of Education, University of Durban-Westville, South Africa, 1995

Key Professional Appointments

  • Assistant Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2005--

Activities & Honors

  • Editorial Advisory Board member, International Journal of Educational Policy, Research and Practice, American Educational Research Association, 2006-2010
  • Proposal Reviewer, Division B, American Educational Research Association, 2005

Selected Publications

  • Ndimande, B. S. (In press) “Pedagogy of the township: A letter to Paulo Freire.” In Nieto, S. (Ed). Dear Paulo: Letters from teachers (pp.** - **). Boulder, CO: Paradigm Publishers.
  • Ndimande, B. S. (2007). “It is a catch 22 situation:” The challenge of race in post-apartheid South African desegregated schools. International Journal of Educational Policy, Research &Practice: Reconceptualizing Childhood Studies. 8(1), 131-147.
  • Ndimande, B. S. (In press) “Pedagogy of the Township: A letter to Paulo Freire.” In Nieto, S. (Ed). Dear Paulo: Letters from Teachers. Boulder, CO: Paradigm Publishers.

  • Ndimande, B. S. (2006). Parental 'choice': The liberty principle in education finance. Perspectives in Education, 24(2), 143-156.

  • Ndimande, B. S. (2004). [Re]Anglicizing the kids: Contradictions of classroom discourse in Post-Apartheid South Africa. Perspectives In Education, 22, 83-98.