Degrees Held
- BA (University of Natal)
- BA Honours (University of Natal)
- HDE (University of Natal)
- MEd (University of Stellenbosch) (cum laude)
- PhD (North West University, Potchefstroom)
Teaching
- Undergraduate and post-graduate teaching: BEd, BEd (Hons) and PGCE in the Social Sciences and more specifically the social development aspects of Life Orientation Education.
Examination
- UKZN, UNISA, North West, UniZul: MEd both full dissertations and in dissertations in partial fulfilment of degree by coursework and research.
Moderation
- External moderation for Stellenbosch
- Wits
- UFS
- North West University
Accomplishments
- Flexibility and reinvention of self professionally, moving from the College Sector to the University Sector and undergoing continual curriculum and institutional change.
- Taking part as a researcher on two international research projects and a current national research project.
- Graduating with PhD.
- Disseminating research findings at both national and international conferences and publishing articles in this regard.
Awards
- 2007 SANPAD (South African Netherlands programme on Alternatives in Development) Bursary for Masters studies
- 2010 SANPAD (South African Netherlands programme on Alternatives in Development) Bursary for PhD studies
- 2018: School of Education, Academic Staff Excellence Award for University Service
- 2019: School of Education, Academic Staff Excellence Award for University Service
- 2020: School of Education, Academic Staff Excellence Award for University Service
Research Interests
- Multireligious Education
- Life Orientation Education
- Teacher Identity
- Slow Pedagogies
- Gender Equality
- Teaching-learning methodology
Teaching Interests
- Religion Education
- Human Rights Education
Supervision
Honours
Masters
Phd
Honours
- P Maphumulo (2020) The impact of student protest actions on the Bachelor of Education Honours students in a Higher Education institution in KwaZulu-Natal.
N Maphalala (2019) Exploring B.Ed. Honours Students` Experiences of a Social Sciences in Education Elective Module.
T Mkhwanzi (2018) An exploration of the FET Life Orientation Teacher’s professional identity.
V Caine (2018) Formative assessment in a postgraduate Honours module.
N Ngubane (2018) An Exploration of the Formative Assessment Practices of Life Orientation Lecturers at a Higher Education Institution in South Africa.
Masters
- B Mncwabe (2022) Exploring the impact of integration processes and xenophobia with postgraduate students in a South African Higher Education Institution.
N Luthuli (2021) The communication of TB/HIV integrated messages through school based extracurricular activities at a school in the Umlazi District.
Phd
- N Moletsane 2021 (in progress) Religious Education curriculum reform (2017): an exploration of the implementation in senior secondary schools in the Manzini region of Eswatini.
Community Involvement
- (2022). Facilitation of Career Development Practice. This involves the extra-curricular training of pre- service teachers to offer career guidance in South African schools
- Moderation of papers for local high school
- Neema primary school reading programme.
- Leadership in local church.
Selected
Publications
Journal Articles
Chapters in Books
Chapter in Academic Book
Journal Articles
- Jarvis, J., & Mthiyane, N.P. (2022). Using empathetic-reflective-dialogical re-storying as a teaching-learning strategy to confront xenophobic attitudes in a context of higher education. Journal of Education, (88), 106 – 125.
- Jarvis, J. (2021) Empathetic-Reflective-Dialogical Restorying for decolonisation: an emancipatory teaching-learning strategy for Religion Education. British Journal of Religious Education 43 (1), 67 – 79. DOI: 10.1080/01416200.2020.1831439
- Jarvis, J. (2021). Empathetic-reflective-dialogical re-storying: A teaching–learning strategy for Life Orientation. The Journal for Transdisciplinary Research in Southern Africa 17 (1). https://doi.org/10.4102/td.v17i1.1077
- Jarvis, J. (2021). Teacher identity and religion education in Life Orientation. The Journal for Transdisciplinary Research in Southern Africa 17(1), a1076. https:// doi.org/10.4102/td. v17i1.1076
- Jarvis, J. & de Jager, S. (2021). Boundary talk in Life (dis)Orientation: collaborative conversations across Higher Education Institutions. The Journal for Transdisciplinary Research in Southern Africa 17(1), a1076. https:// doi.org/10.4102/td. v17i1.1091
- Jarvis, J. & de Jager, S. (2021). Editorial Comment. The Journal for Transdisciplinary Research in Southern Africa 17(1), a1076. https://doi.org/10.4102/td.v17i1.1141
- Jarvis, J., Mthiyane, N.P., Lindhardt, E.M. & Ruus, O.C. (2021). Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy in teacher education. Journal of Education for Teaching 48(4). https://doi.org/10.1080/02607476.2021.1992251
- Jarvis, J. (2020). Level playing fields? Addressing Physical Education Delivery in three KwaZulu-Natal school contexts, South Africa. African Journal for Physical Activity and Health Sciences, Supplement (December), 51-66. DOI:https://doi.org/10.37597/ajphes.2020.s.4
- Jarvis, J. (2020) Empathetic-Reflective-Dialogical Restorying for decolonisation: an emancipatory teaching-learning strategy for Religion Education. British Journal of Religious Education 43 (1), 68 – 79. DOI: 10.1080/01416200.2020.1831439
- Jarvis, J. (2019). Reflections of a teacher educator of Religion Education: informing and transforming practice. Alternation Special Edition 24 (2019), 268 -290.
- Jarvis, J. & Mthiyane, NP. (2019) Exploring religious and cultural identities and the right to bodily self-determination in a South African Higher Education context. The African Journal of Gender and Religion 25 (1), 45 – 68.
- Jarvis, J. & Mthiyane, NP. (2018). Conversing at the intersection: religious identity and the human right to gender equality in a South African teacher education context. Alternation. Special Edition, 23, 60 -83.
- Jarvis, J. (2018). Restorying for Transdisciplinarity: a proposed teaching-learning strategy in a context of Human Rights Education. The Journal for Transdisciplinary Research, 14(2), a483. https://doi.org/10.4102/ td.v14i2.483
- Jarvis, J., Mthiyane, N.P., Lindhardt, E.M. & Ruus, O.C. (2018). Which Right is right? An exploration of the intersection between religious identity and the human right to gender equality in two different teacher education contexts: South Africa and Norway. Journal of Religion and Society, 20, 1 – 20.
- Jarvis J. (2014). Reflections on Gender Identity in a Safe Space for Transforming Classroom Praxis. Journal for the Study of Religion. Special Edition, 27, 169 – 191.
- Jarvis J. (2013). Paving the way to transformation: student teacher’s religious identity and Religion Education. Alternation. Special Edition, 10, 131-147.
- Jarvis J. (2009). The voice of the Religion Education teacher in a context of religious diversity. Alternation Special Edition, 3, 157 – 176.
- Jarvis J. (2009). Teacher identity in a context of religious diversity. Alternation Special Edition, 3, 138 – 156.
Chapters in Books
- Becker, A. Jarvis, J. & ter Avest, I. (2023). The role of human rights education in moving towards a state-rights-religion relationship in place-space-time (forthcoming).
Jarvis, J. (2023) Re-storying Human Rights Education: a dialogical exploration of teacher identity. In A. Becker, I. Ter Avest & C. Roux (Eds.).Human Rights education in South Africa and the Netherlands:Conversations in place-space-time. Leiden.
Becker, A., Ferguson, R., Jarvis, J., Oomen, B., Roux, C., Sabelis, I., Ter Avest, I. & Tuinier, J.D. (2023). Conversations ‘en route’. In A. Becker, I. Ter Avest & C. Roux (Eds.). Human Rights education in South Africa and the Netherlands: Conversations in place-space-time. Leiden.
Jarvis, J. (2021). The Dialogical Self Theory, underpinning Empathetic-Reflective-Dialogical Restorying. In C. Monereo, C. Weise & H. Hermans (Eds.) Dialogicality. Personal, local and planetary dialogue in education, health citizenship and research. (pp. 162 – 170). CA: Creative Commons. Open Access: http://dx.doi.org/10.17613/gqxq-ng18
- 2009 Recent developments in theology and religious studies – the South African experience. in Theology and Religious Studies in Higher Education: Global Perspectives (Eds. D. Bird; S. Smith), Continuum International Publishing Group, London. (co author CAE Moodie) (pp. 162-174).
Chapter in Academic Book
Jarvis, J. & Moodie, CAE. (2009). Recent developments in theology and religious studies–the South African experience. In D. Bird & S. Smith (Eds.) Theology and Religious Studies in Higher Education: Global Perspectives (pp. 162-174) .London: Continuum International Publishing Group.
Complete
Research Record
Papers at conferences
Conference Poster Presentation
Research Projects
Other
Papers at conferences
International
- 2021 Re-storying Human Rights Education: a dialogical exploration of teacher identity in Higher Education Ireland International Conference on Education (IICE-2021). Virtual Conference (26 – 28 October).
- 2021 The Dialogical Self Theory, underpinning Empathetic-Reflective-Dialogical Restorying. Invited Paper. 11thInternational Conference on the Dialogical Self. Virtual Conference (7 – 10 June)
- 2020 The Dialogical Self Theory, underpinning Empathetic-Reflective-Dialogical Restorying. Invited Paper. 11thInternational Conference on the Dialogical Self. Virtual Conference (Barcelona) (June) (postponed due to Covid-19)
- 2019 Internationalization for restorying: crossing contextual and disciplinary boundaries for best teaching practice. 13th Annual International Southern African – Nordic Centre (SANORD) Conference, University of Botswana, Gaborone (September) (Co-presenters EM Lindhardt, OC Ruus, NP Mthiyane).
- 2018 Pre-service teachers in South Africa and Norway: An exploration of the intersection between worldviews and the human right to gender equality in two different teacher education contexts.11th Annual International Southern African – Nordic Centre (SANORD) Conference, University of Jyväskylä, Finland (August) (Co-presenters EM Lindhardt, OC Ruus, NP Mthiyane).
- 2018 Empathetic-reflective-dialogical restorying: a methodology for the exploration of the intersection between personal worldviews/religious identity and the human right to gender equality. ASRSA Conference: Religion, Gender and Sexuality in Africa: Texts, Discourse and Practice. Pietermartitzburg, South Africa. (May)
- 2017 “Which Right is right?” An exploration of the intersection between worldviews/religious identity and Human Rights in two different Religion Education Higher Education classroom contexts. 10th SANORD International Conference, Victoria Falls, Zimbabwe (November)
- 2016 Religious Education in the Mirror of a Life Trajectory. University of Cape Town, South Africa (February)
- 2014 Teacher gender identity, agency and transformation. 8Th International Conference on the Dialogical Self, The Hague, Netherlands (August)
- 2012 Paving the way to transformation: student teacher’s religious identity and Religion Education. ISREV XVIII Conference, Turku, Finland (July/August)
- 2011 Teachers’ religious and cultural identities and gender equality. Conference on Human Rights Education in Diversity: Challenges and proposals. Faculty of Education Sciences, Potchefstroom Campus, North-West University, South Africa. (April)
- 2006 Recent developments in theology and religious studies – the South African experience. Conference on Theology and Religious Studies or Theology vs Religious Studies, St. Anne’s College, Oxford University. (Co-presenter CAE Moodie). (July)
National
- 2021 Transdisciplinary reflection: who is my neighbour? SAERA Virtual Conference (11 – 12 November).
- 2019 Crossing disciplinary (and contextual) boundaries: Empathetic-Reflective-Dialogical Restorying – a teaching-learning strategy in Higher Education. 7th SAERA Conference, Durban, South Africa (October)
- 2018 Empathetic-reflective-dialogical restorying: a methodology for the exploration of the intersection between personal worldviews/religious identity and the human right to gender equality. ASRSA Conference: Religion, Gender and Sexuality in Africa: Texts, Discourse and Practice. Pietermartitzburg, South Africa. (May)
- 2018 Which Right is right? An exploration of the intersection between personal worldviews/religious identity and Human Rights in a Higher Education Religion Education context. 40th Annual Congress pf the Association for the Study of Religion in Southern Africa. Durban, South Africa. (August)
- 2018 Restorying for Transdisciplinarity: A proposed teaching-learning strategy in a context of Human Rights Education. EASA Conference, Durban, South Africa. (January)
- 2014 Religious and cultural discourses and gender identity capital: the implication for classroom practice/Praxis. 36th ASRSA Conference, Potchefstroom Campus, North-West University, South Africa. (August)
- 2014 Teachers’ religious and cultural identities and gender equality. PhD Colloquium, Faculty of Education Sciences, Potchefstroom Campus, North-West University, South Africa. (January)
- 2011 Paving the way to transformation: student teacher’s religious identity and Religion Education. ASRSA (Association for the Study of Religion in South Africa) Conference in Durban, South Africa: (August)
- 2010 Religion Education: The religious identity of student teachers. University of KwaZulu-Natal 4th annual Teaching and Learning Conference, Pietermaritzburg, South Africa (September)
- 2009 Teacher identity in a context of religious diversity. ASRSA (Association for the Study of Religion in South Africa) Conference in Stellenbosch, South Africa. (June)
- 2008 Religion Education as praxis: the voice of the teacher ASRSA (Association for the Study of Religion in South Africa) Conference in Durban, South Africa: (May)
- 2008 Perplexed, Pedantic or Progressive: teachers’ understanding of the human right to ‘religious freedom. EASA (Educational Association of South Africa) Conference in Langebaan, South Africa. (January)
- The voice of the South African teacher in a context of religious diversity. EASA (Educational Association of South Africa) Conference in Bloemfontein, South Africa. (January)
Conference Poster Presentation
- 2006Understanding human rights values in diverse education settings: Exploring pre-service students’ perceptions and reflections. KENTON/EASA Conference, Wildernis, South Africa. (November)
Research Projects
- 2016 – 2017 Physical Education National Research: South African Universities Physical Education Association (SAUPEA)
- 2005-2008 Understanding human rights through different belief systems: intercultural and interreligious dialogue. SANPAD-grant for an international project with four SA Universities, Stellenbosch, University of the Witwatersrand, KwaZulu-Natal, Western Cape and the University of Utrecht (Netherlands).
- 2010-2012 Human Rights Education in Diversity: Empowering girls in rural and metropolitan school environments. SANPAD-grant for an international project with five SA Universities: the Universities of the North West, Potchefstroom, Witwatersrand, KwaZulu-Natal, Forth Hare, Johannesburg and the University of Utrecht (Netherlands).
- Jarvis, J. (2008). The Voice of the Teacher in the Context of Religious Freedom: a KwaZulu-Natal Case Study. Unpublished MEd, Curriculum Studies, Stellenbosch University.
- Jarvis, J. (2013). Female Teachers’ Religious and Cultural Identities and Gender Equality. Unpublished PhD, Curriculum Studies, North West University.
Other
Bursaries
- SANPAD (South African Netherlands programme on Alternatives in Development) Bursary for Masters studies
Moderation
- External moderation for Stellenbosch, (Curriculum Studies – Life Orientation; Diversity and Inclusivity; Curriculum Studies: Religious Studies), Wits (Curriculum Studies- Life Orientation (FET); Life Orientation 1) and UFS (MSI 114 – Personal Well-being and Citizenship Education), North West University (Potchefstroom)
External Examination
- UKZN, North-West and Wits: MEd dissertations in partial fulfilment of degree by coursework and research
Supervision
- BEd Hons: Independent Research Project
- Masters in Education
- PhD
Member of National Bodies
- SAUPEA – South African Universities Physical Education Association
- HRiED – Human Rights in Education
- ASRSA – Association for Religious Studies in South Africa
Awards
- 2017: UKZN 15 years Long Service Award
- 2017: College of Humanities, Staff Excellence Award
- 2018: School of Education, Academic Staff Excellence Award