Busisiwe Alant

Degrees Held

Academic

  • 2022 Teaching with Technology – Passed with Distinction, Univ. Cape Town
  • 2019 Energy Efficiency & Sustainability Certificate (Mechanical Engineering – Power Systems) Cape Town
  • 2017 Commercial & Residential PV Systems Certificate (Mechanical Engineering – Power Systems) Solar Energy International (Paonia, CO, USA)
  • 2013 Dipl. In Mech. Eng (Mechanical Engineering) Engineering Institute of Technology (Australia)
  • 2002 PhD (Physics Education) of the Western Cape
  • 1999 Ed Cum-Laude (Science Education) Univ. of Durban-Westville
  • 1991 Paed (Science Education) Univ. of Durban-Westville

Technical Courses

InstitutionYearModules / Course completed
PCD College2018Basic Electrical Course
Solar Energy International (Paonia, Colorado, USA)2017Introduction to Renewable Energy, Appropriate Technologies for the Developing World
AS220 Fab Academy (Rhode Island, Providence, USA)2014Digital Fabrication Principles and Practices; Collaborative Technical Development,
Documentation, and Project Management, Computer-Aided Design, Manufacturing, and Modeling,
Computer-Controlled Cutting, Electronics Production, 3D Scanning and Printing
Siemens (Pinetwon, SA)2012LOGO! and S7-1200
 2011Introduction to PLC

Leadership Positions

  • Editorial Board member: Canadian Journal of Science, Mathematics and Technology Education (2021-present).
  • Editor-in-Chief: African Journal of Research in Mathematics, Science and Technology Education (2019-2022).
  • Associate Editor (Technology Education): African Journal of Research in Mathematics, Science and Technology Education (2015-present)
  • Acting Dean: School of Education (Nov & Dec 2019)
  • School Management Committee: Academic Leader: Science and Technology Education Cluster (2017-present)
  • Discipline Head: Technology Education (2010-2013)
  • International Project Coordination: Co-ordinator of Project SUSTAIN – (2007-2013)
  • Facilitation of the PhD proposal development workshops at the South African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) PhD Research School – (2012 – present)
  • Co-facilitation of the African Forum for Children’s Literacy in Science and Technology (AFCLIST) workshop on the Development of a Post-graduate Masters Course in African Studies in Science Education, Eduardo Mondlane University, Maputo, Mozambique, (2003).

Professional Bodies Membership

  • I am a member of SACE (157256/9). Furthermore, I am a member of the highly prestigious Epsilon Pi Tau and international Honor Society for professions in Technology (US based) and the National Science and Technology Forum (NSTF) the largest multi-stakeholder forum for science, engineering, technology (SET) and innovation organisations in South Africa. I am strongly involved in developing research capacity, not only at South African universities, but also at universities outside of South Africa through the Southern African Association for Research in mathematics, Science and Technology Education (SAARMSTE).

Visiting Scholar

  • I was invited as a visiting scholar and researcher by the University of Indiana, Bloomington, USA, School of Education, Curriculum and Instruction – Science Education, Creative Lab, Make-Innovate & Learn Lab: 06 – 12 April 2017.

Undergraduate Teaching

  • New BEd – BEd (3rd year Technology Education – EDSE220): Renewable Energy Technologies
  • Old BEd – BEd (3rd year Technology Education – EDTE320): Renewable Energy Technologies
  • BEd (1st year Technology Education – EDTE120): Systems and Control (Mechanical, Electrical, Hydraulic and Pneumatic systems)
  • BEd (3rd/4th year students – EDNS310): Learning Area Studies – Natural Sciences and Technology.

Student

Supervision

I have successfully graduated 19 Masters and 8 PhD students in Science and Technology Education (2004-2021).

Currently Supervising

  • 4 PhD students in Science & Technology Education.
  • 3 MEd students in Science & Technology Education.

Joint PhD seminars and supervision – 2005 - 2020

I have been involved in joint supervision of our PhD cohorts since 2005. I have facilitated PhD seminars/ presentations/workshops for the 1st, 2nd and 3rd year cohort groups at UKZN (2005-2010).

Through Project SUSTAIN, a Norwegian project of which I was one of the Principal investigators, I was involved in joint supervision of 8 PhD and 10 MEd students from Norway, Malawi, South Africa and Zambia.

Through the Southern Africa at South African Association for Research in Mathematics, Science and Technology Education (SAARMSTE) PhD Research School, I have been involved in joint-PhD supervision of students from different Universities in Southern Africa – (2012 – present).

Post-doctoral

  • Postdoctoral student in ICT Education focusing on the use of the MOODLE in Higher Education (2022).
  • Postdoctoral student in Science & Technology Education focusing on Renewable Energy Technologies (2017 – 2019).

Postgraduate

Teaching

BEd (Honours)

Science, Mathematics, Computers and Technology Education modules:

  • Indigenous Science and Technology Education – EDTE703E2 (2007-present)
  • Materials Development in Mathematics and Science – EDMS701 (2006) Research in Technology Education – EDTE704E1 (2007- 2012)
  • Curriculum Development in Technology Education – EDTE701E2 (2008- 2012)
  • Research in Technology Education (2007-2012)

School wide Honours modules:

  • Understanding Research – EDRS701 (2005-2007)
  • Independent Research (Cluster-based) – (2023-)

M Ed (Science & Technology Education)

  • African Studies in Science & Technology Education – EDA803EC (2007-2011)

Evaluation

PhD And Masters Theses and Programmes

Internationally

  • Jackson State University, USA, Dept. Of Technology, College of Science, Engineering and Technology – MEd Technology modules and theses – (2012 – present).

Nationally

  • University of the North-West – Technology Education theses – (2020 – )
  • University of Cape Town – MEd Science Education theses – (2017-present)
  • Central University of Technology, Free State – D Tech thesis – (2016 – present)
  • Rhodes University – MEd Science and Technology Education theses examination – (2015-present)
  • Nelson Mandela Metropolitan University – PhD (Science and Technology Education) – (2015-present)
  • UNISA – M Ed and PhD Science and Technology Education – (2013 – present)
  • University of the Free State – MEd and PhD (Science and Technology Education) – (2012 – present)
  • Durban University of Technology – D Tech and Masters theses – (2012 – present)
  • Cape Peninsula University of Technology – M Ed Science and Technology Education – (2012 – present)
  • University of Pretoria – MEd Science and Technology Education theses examination – (2008 – present)
  • University of KwaZulu-Natal – MEd and PhD Science and Technology Education theses examination – (2006 – present)
  • University of Witwatersrand – MEd Science and Mathematics Education programs and theses examination – (2006 – present)

Review of Academic Journal Articles

I have reviewed Journal Articles Nationally and Internationally for:

Review of Research Projects Experience for NRF

I have reviewed numerous Research Projects for: National Research Foundation (NRF) – 2010-present.

Accomplishments & Research Awards

I have successfully graduated 19 Masters and 8 PhD students in Science and Technology Education.

I have been granted the following research awards:

  • Southern African Association for the Advancement of Science Award (S2A3)

S2A3 Medal for Original Research at masters Level: M.Sc. [Science Education] (cum laude), UDW. Title: “An Exploration of the Relation between Meta-learning and Conceptual Change in the Development of the Conceptions of Force of Six Grade 7 Pupils” awarded in 2000.

  • NRF grant for D Phil. Physics Education, 1999 – 2001.
  • FRD bursary for M. Ed. Supervisor: Mr. David Brookes, 1997.
  • NRF/CSIR 2017/2018 Student bursary

Award for my PhD student Mr. Godson Chinenye. Amount awarded: R100, 000.00.

  • NRF grant for 2017 (UID: 109881)

Equipment-related travel and training grant. Amount awarded R72, 474.00.

  • NRF grant for 2014 / 2015: Knowledge Interchange and Collaboration (KIC14081592323)

Award for my PhD student’s research on Public Understanding of Renewable Energy Technologies: Implications for Science and Technology Education and Policy. We were granted R26, 500.00.

  • Norwegian Cooperation Programme for Development, Research and Education (NUFU)

An international grant for the project entitled: “Broadening access into a socially responsible science and technology education” 2007-2013. Amount awarded 6 000 000NOK –

  • Norwegian Cooperation Programme for Development, Research and Education (NUFU)

NUFU award for meeting the target in terms of recruiting 50% or more females into the above-mentioned project. Out of the 8 students who were recruited for PhD studies 6 are female. Out of the 10 students who were recruited for Masters, 5 are female. Amount awarded 50 000NOK.

  • The National Association for Research in Science Teaching (NARST) – Linking Science Educators Program (LESP) award

The National Association for Research in Science Teaching (NARST) – Linking Science Educators Program (LESP) award – for organizing a research workshop for young researchers in Mathematics and Science in Malawi. We were granted US$5000.

Teaching Interests

  • Socially relevant and sustainable Science and Technology Education;
  • The use of community based participatory action research (CBPAR) in implementing out-of-school Science and Technology programmes in rural communities;
  • Representation of design solutions through drawing;
  • The use of familiarity in Problem solving;
  • Indigenous Science and Technology;
  • Appropriate and alternative energy technologies for the developing world;
  • Design / Systems thinking in Systems and Control;
  • Science, Technology and Society.

Research Interests

Socially relevant and sustainable Science and Technology Education:

  • Indigenous Science and Technology
  • Science and technology teachers’ conceptions
  • Project SUSTAIN’s students’ conceptions
  • The use of community based participatory action research (CBPAR) in rural communities of practice.

Climate change adaptation and adoption:

  • IKS practices and their use to mitigate and adapt to climate change;
  • Climate Smart Technologies and their use in adapting to climate change;

Skills development:

  • Skills mismatch and TVET graduate employability;
  • TVET provision in SA and Nigeria;
  • Skills development in Biotechnology Education;

Renewable Energy Technologies (RET):

  • Public understanding of RET;
  • Teachers’ attitudes, beliefs and knowledge of RET;

Design:

  • Learners’ use of drawings in designing;
  • Creativity in Design and Technology;
  • Teachers and lecturers’ understanding of the design process in Technology Education;
  • The use of Web 2.0 tools to facilitate collaborative design amongst undergraduate engineering students.

Problem-solving:

  • Researching Problem Solving in Introductory Physics;
  • Undergraduate engineering students’ strategies to integrate mathematical ideas into their learning of Physical Electronics;
  • The place and space of troubleshooting in undergraduate electronics engineering education programmes.

Community Involvement

  • In collaboration with the School of Engineering, we are developing an incubator for technologically innovative young and talented students. The project began in May 2017.

Selected

Publications

ResearchGate

Journal Articles

  • Alant, B. & Bakare, O. (2021). A case study of the relationship between smallholder farmers’ ICT literacy levels and demographic data w.r.t. their use and adoption of ICT for weather forecasting, Heliyon, 7(3). Published online at:https://doi.org/10.1016/j.heliyon.2021.e06403 .ISSN 2405-8440.
  • Wojuola, R. N. & Alant, B. (2019). Sustainable development and energy education in Nigeria. Renewable Energy, 139: pp.1366-1374. Published online at: https://doi.org/10.1016/j.renene.2019.03.010. ISSN: 0960-1481. Publishers: Elsevier.
  • Singh-Pillay, A., Alant, B. & Nwokocha, G. (2017). Tapping into Basic 7-9 Science and Technology teachers’ conceptions of Indigenous Knowledge .in Imo State, Nigeria. African Journal of Research in Mathematics, Science and Technology Education, 21(2): 125-135.
  • Wojuola, R. N. & Alant, B. (2017). Public Perceptions about Renewable Energy Technologies in Nigeria. African Journal of Science, Technology, Innovation and Development, 9(4): 399-409.
  • Alant, B. & Sherwood, M.P. (2017). Grade 3 Learners’ Representation of their Solutions to a Design Problem through Drawing: A Semiotic Analysis. African Journal of Research in Mathematics, Science and Technology Education, 21(1): 74-85.
  • Singh-Pillay, A. & Alant, B. (2015). Tracing the mediation process in the Implementation of a Change in the Life Sciences Curriculum. African Journal of Research in Mathematics, Science and Technology Education, 19(1): 12-22.
  • Kroone, D. & Alant, B. (2012). Understanding influences on teenage food choices in a Durban High School with a view to improving praxis. International Journal of Consumer Studies. Special Issue: Insights from the African continent. Guest Editor: Aleta Erasmus Volume 36, Issue 4, pp. 472–479.
  • Alant, B. (2010). “‘We cross night’: Some reflections on the role of ‘expos for young scientists’ as a means of accommodating disadvantaged learners into the field of science and technology”. Perspectives in Education, 28(4), 1-10.
  • Alant, B. (2007). Reflections on Kenton 2007. Journal of Education. Periodical of the Kenton Education Association, No. 42: 159-160.
  • Alant, B. (2004) Researching Problem Solving in Introductory Physics: Towards a New Understanding of Familiarity. African Journal of Research in Mathematics, Science and Technology Education, 8(1), 29-40.
  • Malcolm, C. & Alant, B. (2004) “Finding direction when the ground is moving: Science Education Research in South Africa”. Studies in Science Education, 40, 55-110.

Complete

Research Record

Published Articles

  • Fasinu, G. V., & Alant, B. P. (2023). University electronics engineering students’ approaches of integrating mathematical ideas into the learning of physical electronics in basic electronics. Eurasia Journal of Mathematics, Science and Technology Education, 19(1), em2214. https://doi.org/10.29333/ejmste/12797
  • Chitanana, L. & Alant, B. (2022). Web 2.0-Facilitated Collaborative Design as an Emergent Process: An Actor-Network Theory Perspective. The International Journal of Design Education, 16(2): 51-67,https://doi:10.18848/2325-128X/CGP/v16i02/51-67
  • Legg-Jack, D. W. & Alant, B. (2022). Stakeholders’ Perceptions on the use of an ICT-Enabled Onboard Diagnostic System Tool for the Teaching of Motor Vehicle Mechanics at Port Harcourt Technical College, Nigeria. Journal of Studies in Social Sciences and Humanities, 8(1): 84-97. Published online at:http://www.jssshonline.com,ISSN: 2413-9270
  • Alant, B. & Bakare, O. (2021). A case study of the relationship between smallholder farmers’ ICT literacy levels and demographic data w.r.t. their use and adoption of ICT for weather forecasting, Heliyon, 7(3). Published online at:https://doi.org/10.1016/j.heliyon.2021.e06403 ISSN 2405-8440.
  • Thompson, R. & Alant, B. (2021). Finding and Defining Champions in a Rural Adult Education Intervention in Limpopo, South Africa. Educational Research for Social Change, 10 (1), 33-51. http://dx.doi.org/10.17159/2221-4070/2021/v10i1a3
  • Wojuola, R. N. & Alant, B. (2019). Sustainable development and energy education in Nigeria. Renewable Energy, 139: pp.1366-1374. Published online at: https://doi.org/10.1016/j.renene.2019.03.010. ISSN: 0960-1481. Publishers: Elsevier.
  • Alant, B. & Sherwood, M.P. (2017). Grade 3 Learners’ Representation of their Solutions to a Design Problem through Drawing: A Semiotic Analysis. African Journal of Research in Mathematics, Science and Technology Education, 21(1): 74-85.
  • Wojuola, R. N. & Alant, B. (2017). Public Perceptions about Renewable Energy Technologies in Nigeria. African Journal of Science, Technology, Innovation and Development, 9(4): 399-409.
  • Singh-Pillay, A., Alant, B. & Nwokocha, G. (2017). Tapping into Basic 7-9 Science and Technology teachers’ conceptions of Indigenous Knowledge .in Imo State, Nigeria. African Journal of Research in Mathematics, Science and Technology Education, 21(2): 125-135.
  • Singh-Pillay, A. & Alant, B. (2015). Tracing the mediation process in the Implementation of a Change in the Life Sciences Curriculum. African Journal of Research in Mathematics, Science and Technology Education, 19(1): 12-22.
  • Buck, J. L., Alant, B., Ellis, D. & Sherwood, R. (2014). International Exchange: The attitudes and aspirations of Technology Education students in the United States and South Africa. Technology Interface International Journal, Volume 4 (2), Spring/Summer Issue, pp. 39-48. ISSN: 1523-9926.
  • Kroone, D. & Alant, B. (2012). Competing with the tuck shop: How can I influence teenage food choices in this South African high school? Educational Research for Social Change (ERSC), Volume 1 (1), pp. 69-84. ISSN: 2221-4070.
  • Kroone, D. & Alant, B. (2012). Understanding influences on teenage food choices in a Durban High School with a view to improving praxis. International Journal of Consumer Studies. Special Issue: Insights from the African continent. Guest Editor: Aleta Erasmus Volume 36, Issue 4, pp. 472–479.
  • Kyle, B., Sinnes, A., Alant, B., Nampota, D. Kazima, M. & Onwu, G. (2011). Editorial. A Special Issue: Socially responsible Science, Mathematics and Technology Education. African Journal of Mathematics, Science and Technology Education, Volume 15, Issue 3, pp. 1-4.
  • Alant, B. (2010). “‘We cross night’: Some reflections on the role of ‘expos for young scientists’ as a means of accommodating disadvantaged learners into the field of science and technology”. Perspectives in Education, 28(4), 1-10.
  • Alant, B. (2007). Reflections on Kenton 2007. Journal of Education. Periodical of the Kenton Education Association, No. 42: 159-160.
  • Vithal R. & Alant, B. (2005): Editorial: Speaking the curriculum: learner voices and silences – challenges for mathematics and science education in the twenty first century. Perspectives in Education, 23(3), vii-x.
  • Alant, B. (2004) Researching Problem Solving in Introductory Physics: Towards a New Understanding of Familiarity. African Journal of Research in Mathematics, Science and Technology Education, 8(1), 29-40.
  • Malcolm, C. & Alant, B. (2004) “Finding direction when the ground is moving: Science Education Research in South Africa”. Studies in Science Education, 40, 55-110.

Book Chapters

  • Alant, B. & Thompson, R. (2023 – in press). Co-Researching using Community-Based ICT and Nutrition Education Intervention for Young Mothers in Rural Limpopo, South Africa. In Z. P. Shangase, D. Gachago and E. N. Ivala (Eds). Co-teaching and co-research in contexts of inequality: using networked learning to connect Africa to the world. Vernon Press, 107-130.
  • Malcom, C. & Alant, B. (2007). Science Education Research in Southern Africa in Nagao, M Rogan 77-142.

Conference Proceedings and Presentations

  • Bakare, O. O. & Alant, B. (2021). The politics of positionality in doing community-based participatory action research: emergent issues. Creating positive futures through Community-based Research (CBR): A transdisciplinary conference COMBER 2nd ANNUAL CONFERENCE.
  • Wojuola, R. N. & Alant, B.P. (2019). Technical Barriers to Renewable Energy Technology Adoption in Nigeria. In N. M. Ochara, T. Inyamu and J. N. Odhiambo (Eds). New Frontiers of the Fourth Industrial Revolution. 2019 Open Innovations (OI) Conference Proceedings (pp. 179-182). Published online at: https://doi.org/10.1109/OI.2019.8908182. Electronic ISBN: 978-1-7281-3464-2. USB ISBN: 978-1-7281-3463-5.
  • Wojuola, R. N. & Alant, B.P. (2018). Factors influencing the uptake of renewable energy technologies in Nigeria: Implications for science and technology education policy and practice. In A. Jobér, M. Andrée and M. Ideland (Eds). Future Educational Challenges from Science and Technology Perspectives. XVIII IOSTE Symposium Book of Proceeding. (pp. 337-345). Malmö: Malmö University. Published online at: https://doi.org/10.24834/978-91-7104-971-1. ISBN: 978-91-7104-971-1
  • Wojuola, R. N. & Alant, B. (2017). Knowledge, perceptions and attitude of Nigerian teachers towards Renewable Energy Technologies. Paper presented at the Association of Educational Development in Africa (AEDA) Conference held at the Blue Waters Hotel, Durban. Conference theme: “Education and Development in Africa” – April 03 – 05, 2017.
  • Chinenye, G. & Alant, B. (2017). African Traditional Medicine: From Representation to Practice in Formal Education Processes. Paper presented at the 17th Annual Africa Conference at The University of Texas at Austin. Conference theme: “Rupturing Colonial Legacies: Colonialisms and Decolonizations in Africa and the African Diaspora” – March 31-April 2, 2017.
  • Chinenye, G. & Alant, B. (2017). Mainstreaming Climate-Smart Technology Adaptation in South African’s Farmers’ Everyday Agricultural Practices: The Place and Space for Indigenous Knowledge Systems Paper presented at the 17th Annual Africa Conference at The University of Texas at Austin. Conference theme: “Rupturing Colonial Legacies: Colonialisms and Decolonizations in Africa and the African Diaspora” – March 31-April 2, 2017.
  • Legg-Jack, D. W, Alant, B. & Singh-Pillay, A. (2016). Creating employable technical college (TC) graduates in Nigeria: stakeholder perspective. Paper presented at the Association of Educational Development in Africa (AEDA) Conference held at the Protea Hotel Waterfront, Richards Bay. Conference theme: “Education and Development in Africa” – April 04 – 06, 2016.
  • Murphy, J. L., Alant, B. P. Keys, J. (2016). Technology Education Students in the United States and South Africa: Program Perception and Career Preparation, Proceedings of the 10th Annual International Technology, Education, and Development Conference, March 08, 2016. Published online at https://iated.org/concrete3/virtual_session_detail.php?event_id=24
  • Wojuola, R. N. & Alant, B. (2015). A Study on Public Understanding of Renewable Energy Technologies in Nigeria and its Implications for Science and Technology Policy and Education. Paper presented at the Association of Educational Development in Africa (AEDA) Conference held at the Protea Hotel, Breakwater Lodge, Waterfront, Cape Town. Conference theme: “Education and Development in Africa” – April 13 – 15, 2015.
  • Mabaso, B. & Alant, B. (2015). ACE technology educators understanding of the design process and its influence on their pedagogical practice. In Proceedings of the 23rd Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARSMTE), Maputo, Mozambique, 13-16 January 2015.
  • Kroone, D. & Alant, B. (2012). Understanding influences on teenage food choice. Paper presented at the International Federation for Home Economics World Congress, Melbourne. Published online at http://he.ifhe.org/914.html
  • Kroone, D. & Alant, B. (2012). Creative research methods for teenage food choice. IFHE World Congress XXII 2012: Global Wellbeing. D. Prendergast (Ed.). Melbourne Convention and Exhibition Centre, Melbourne, Australia, 16 – 21 July, 2012. p.71. abstract ID: 117.
  • Jafta, T.D. & Alant, B.P. (2012). On infusing democracy and critical science into science pedagogical practice: A teacher’s reflection In Proceedings of the 20th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARSMTE), Crossroad Hotel, Lilongwe, 16-19 January 2012.
  • Singh-Pillay, A. & Alant, B. (2012). Tracing the School-DoE-Industry interface in respect of SKAV development in the context of Bio-Technology. In Proceedings of the 20 th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARSMTE), Crossroad Hotel, Lilongwe, 16-19 January 2012.
  • Singh-Pillay, A. & Alant, B. (2012) Interfacing actors at nodes: Curriculum policy as bricolage. ISTE International Conference on Mathematics, Science and Technology Education Proceedings. In D. Mogari, A. Mji and U. I. Ogbonnaya, (Eds.). Towards effective teaching and meaningful learning in Mathematics, Science and Technology, Kruger National Park, Limpopo, South Africa, 22-25 October 2012, ISBN: 978-1-86888-722-4.
  • Kroone, D. & Alant, B. (2011). Development, diet and diabetes: Understanding contemporary influences on teenage food choices in a peri-urban high school in South Africa. 10th International SAAFECS Conference: Building A New Identity. A. Erasmus; E. Kempen (Ed.). St. George Hotel and Conference Centre, Pretoria, South Africa, 7 – 11 March, 2011.
  • Kroone, D. & Alant, B. (2010). Taking Control of The Tuckshop: How can we influence teenage perspectives on sustainable nutrition in schools? Paper presented at the NMMU Action Research Conference, Action Research: Exploring its transformative potential. Wood (Ed.). Nelson Mandela Metropolitan University, Port Elizabeth, South Africa, 19 – 20 August, 2010.
  • Sinnes, A. T., Kyle, Jr., W. C. & Alant, B. P. (2010). What is a Socially Responsible Science Education? Perspectives from Students in Project SUSTAIN. In Proceedings of the 18th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARSMTE), University of KwaZulu-Natal, Durban, 18-21 January 2010.
  • Singh-Pillay, A. & Alant, B. (2010). Tracing the School-DoE-Industry interface in respect of SKAV development in the context of Bio-Technology. In Proceedings of the 18th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARSMTE), University of KwaZulu-Natal, Durban, 18-21 January 2010.
  • Singh-Pillay, A. & Alant, B. (2009). Tracing interfaces using Actor Network Theory. In Proceedings of the 17th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARSMTE), Rhodes University, Grahamstown, 19-22 January 2009.
  • Kroone, D. & Alant, B. (2009). What’s in the Lunchbox? Making a Difference with Technology Education. Seventh International Primary Design and Technology Conference (CRIPT): Making the Difference. C. Benson, P. Bailey, S. Lawson, J. Lunt, W. Till (Eds.). Birmingham City University, Birmingham.
  • Alant, B.P. & Sinnes, A. (2008). Actor-Network and Feminist theories as constitutive of a theoretical framework for a science and technology education concerned with sustainable development, in T. Mokuku, V. Polaki and T. Nyabanyaba (Eds), Proceedings of the 16th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Maseru, Lcsotho.
  • Pillay, A. & Alant, B.P. (2008). Exploring the interface between industry and schools: A case for the NCS-FET Life Science policy, in T. Mokuku, V. Polaki and T. Nyabanyaba (Eds), Proceedings of the 16th annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), 14-18 January 2008, Maseru, Lcsotho.
  • Jafta, T.D. & Alant, B.P. (2008). On the democratisation of the learning space: A case for Grade 8 Natural Sciences learners. Paper presented at the SAARMSTE 2008, Maseru, Lesotho 14-18 January 2008, Maseru, Lesotho.
  • Alant, B. (2006). “‘We cross night’: Some reflections on the role of ‘expos for young scientists’ as a means of accommodating disadvantaged learners into the field of science and technology” in E. Gaigher, L. Goosen, R.de Villiers (Eds.), Proceedings of the 14th Annual Meeting of Southern African Association for Research in Mathematics, Science and Technology Education (SAARMSTE), Groenkloof Campus University of Pretoria, 177-183, ISBN: 0-620-35513-1