Science education and worldview M Keane Cultural Studies of Science Education 3, 587-621, 2008 | 126 | 2008 |
Decolonising methodology: Who benefits from indigenous knowledge research? M Keane, C Khupe, M Seehawer Educational Research for social change 6 (1), 12-24, 2017 | 118 | 2017 |
Towards an African education research methodology: Decolonising new knowledge C Khupe, M Keane Educational Research for Social Change 6 (1), 25-37, 2017 | 107 | 2017 |
Students’ learning-approach profiles in relation to their university experience and success M Rollnick, B Davidowitz, M Keane, A Bapoo, L Magadla Teaching in Higher Education 13 (1), 29-42, 2008 | 55 | 2008 |
It matters who you are: Indigenous knowledge research and researchers M Keane, C Khupe, B Muza Education as Change 20 (2), 163-183, 2016 | 51 | 2016 |
Effective PhD supervision: mentorship and coaching AA Wadee, M Keane, AJ Dietz, D Hay Effective PhD supervision: mentorship and coaching, 2010 | 44 | 2010 |
Extending the worldview of coaching research and practice in Southern Africa: the concept of Ubuntu. H Geber, M Keane International Journal of Evidence Based Coaching & Mentoring 11 (2), 2013 | 36 | 2013 |
Transformative action research: Issues and dilemmas in working with two rural South African communities C Malcolm, N Gopal, M Keane, WC Kyle Researching possibilities in mathematics, science and technology education …, 2009 | 25 | 2009 |
Understanding science curriculum and research in rural Kwa-Zulu Natal M Keane | 25 | 2005 |
Science learning and research in a framework of Ubuntu M Keane Democracy, human rights and social justice in education, 49-60, 2008 | 20 | 2008 |
Ubuntu and transformational mentoring in South Africa: 7 principles of a culturally integrated mentoring response H Geber, M Keane The Sage handbook of mentoring, 501-507, 2017 | 18 | 2017 |
Relevant science education, but relevant to what M Keane, C Malcolm LET'S TALK 47 (2), 2003 | 17 | 2003 |
Coaching interventions for postgraduate supervision courses: Promoting equity and understanding in the supervisor–student relationship M Keane South African Journal of Higher Education 30 (6), 94-111, 2016 | 15 | 2016 |
Working scientifically in learner-centred ways C Malcolm, M Keane Proceedings of the 6th International History, Philosophy and Science …, 2001 | 12 | 2001 |
Five writing development strategies to help academics flourish as writers J Castle, M Keane South African Journal of Higher Education 30 (6), 73-93, 2016 | 11 | 2016 |
Opportunities for emancipation and transformation through community-centred indigenous knowledge systems (IKS) research C Khupe, M Keane, A Cameron Indilinga African Journal of Indigenous Knowledge Systems 15 (1), 16-27, 2016 | 10 | 2016 |
Deep ethics: Research and responsibility M Keane The use of science and technology education for peace and sustainable …, 2008 | 10 | 2008 |
“It was an oasis in a busy life, a busy city”: the Centre for Learning, Teaching and Development writing retreat J Castle, M Keane Journal of Education, 207-225, 2017 | 8 | 2017 |
Developing an experiential research writing course experientially PJ Castle, M Keane South African Journal of Higher Education 26 (3), 422-440, 2012 | 7 | 2012 |
Science educators’ ideas of the “Science” in IKS and their willingness to include IKS in the school science curriculum M Keane, D Moyo Mathematics, Science and Technology–Crossing the Boundaries, 2010 | 6 | 2010 |