I share the ideal that research should empower those who are involved in it. My doctoral study, which informs many of the publications listed below, has been a collaborative endeavour. Thus, I would like to acknowledge my five co-researchers, Abongile Ludwane, Margaret Speckman, Noluthando Mhlekwa, Sipho Nuntsu and Farasten Mashozhera. Thank you for sharing and generating knowledge together with me!
Where possible, I provide the link to the full text. Get in touch if there is anything you can’t access!
Seehawer, M. (forthcoming). Research agendas in an Ubuntu Paradigm. SOTL in the South, special issue: Doing Academia Differently.
Seehawer, M., Khupe, C. & Keane, M. (2022). On the impossibility of instrumentalising indigenous methodologies for the sustainable development agenda. In: M. Mbah, W. Leal, & S. Ajaps (Eds.): Indigenous methodologies, research, and practices for sustainable development. Springer.
Seehawer, M., Ludwane, A., Mashozhera, F., Nuntsu, S., Speckman, M. (2022). Creating a sense of belonging. Enabling transformative learning through participatory action research in an Ubuntu paradigm. In A. Nicolaides, S. Eschenbacher, P. T. Buergelt, Y. Gilpin-Jackson, M. Welch, M. Misawa (Eds.): The Palgrave Handbook of Learning for Transformation (pp. 469-481). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-84694-7_26
Seehawer, M., Ngcoza, K., Nhase, Z. & Nuntsu, S. (2021). Approaching Ubuntu in education through bottom-up decolonisation, conference paper for Pivot 2021 Virtual Conference: Dismantling Reassembling tools for alternative futures.
Seehawer, M. & Breidlid, A. (2021). Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education, Social Sciences & Humanities Open, 4(1). doi: https://doi.org/10.1016/j.ssaho.2021.100200
Thomas, P., Seehawer, M. & Fylkesnes, S. (2019). Arenas of empowerment? Case study of a ‘multicultural’ high school in Oslo, Norway. Habib, S. & Ward, M. (Eds.): Youth, Place and Theories of Belonging. Chapter 10. London: Routledge. doi: 10.4324/9780203712412
Seehawer, M. (2018). South African Science Teachers’ Strategies for integrating Indigenous and Western Knowledges in their Classes – Practical Lessons in Decolonisation. Educational Research for Social Change, 7(1), 91‐110. doi: 10.17159/22214070/2018/v7i0a7
Seehawer, M.K. (2018). Decolonising research in a Sub-Saharan African context: exploring Ubuntu as a foundation for research methodology, ethics and agenda, International Journal of Social Research Methodology, 21(4), 453-466. doi: 10.1080/13645579.2018.14324
Keane, M., Khupe, C., Seehawer, M. (2017). Decolonising Methodology: Who Benefits From Indigenous Knowledge Research? Educational Research for Social Change, 6. doi: 10. 17159/ 2221-4070/2017/v6i1a2
Seehawer, M. (2016). How can South African Science Teachers integrate Indigenous Knowledges into their teaching? A lesson learnt from Eastern Cape Teachers who did it – and a Call for Action for Teacher Educators. Otulaja, F., Lagenhoven, K.R. (Eds.), Promoting IKS for Continental Cooperation and socioeconomic Development. Proceedings of the 2nd International Conference of the African Association for the Study of Indigenous Knowledge Systems AASIKS, 64-70.
Seehawer, M. (2010). Discourses of Education in Development: Whose understanding counts? – are local concepts reflected in the national education reforms in Tanzania? Master thesis in Development Studies. Institute of Development Studies (IDS), Brighton, UK.
Seehawer, M. (2022). To crash or not to crash the canon? Seeking to address coloniality in a first-year social science programme in Oslo, Norway. Rai for Convivial Thinking.
Seehawer, M. (2022). To crash or not to crash the canon? Seeking to address coloniality in a first-year social science programme in Oslo, Norway. VAD 2022: Africa and Europe: Reciprocal Perspectives, conference presentation and abstract.
Seehawer, M. (2021, 1.12.2021). A bad moment for Cecil, a good moment for Rhodes, Grocott’s Mail, https://www.grocotts.co.za/2021/12/01/a-bad-moment-for-cecil-a-good-moment-for-rhodes/
Seehawer, M. (2021). Koloniale fallgruver: erfaringer fra aksjonsforskning i Sør-Afrika. Om posisjonalitet – og om hvordan vi som forskere er en del av det vi forsker på. Lecture for Dembra LU STUDent Coffee hour.
Seehawer, M. (2021). Dialogue between epistemologies as an approach to integrating indigenous and Western knowledges in school education. 3rd Biennial SOTL in the South Conference, conference presentation and abstract.
Hollekim, N. & Seehawer, M. (2021). Building back better by building on Ubuntu. Reflections on ethics and trustworthiness within an Ubuntu research paradigm. UKFIET 2021, 16th Conference on International Education and Development: Building back better in education and training? Reimagining, reorienting and redistributing, conference presentation and abstract.
Seehawer, M. , Ngcoza, K. M., Nhase, Z. & Nuntsu, S. (2021). Approaching Ubuntu in education through bottom-up decolonisation. Pivot 2021 Virtual Conference: Dismantling Reassembling tools for alternative futures, conference presentation and abstract.
Seehawer, M. (2021). Integrating indigenous and Western knowledges in South African classrooms. Exploring some of the epistemological tensions. EADI ISS Conference 2021:
Solidarity, Peace and Social Justice, conference presentation and abstract.
Seehawer, M. (2021). How to be an ally? An ongoing (un-)learning journey. Rai for Convival Thinking.
Seehawer, M. (2021). Collaborations for planetary togetherness. The 6th joint Nordic Development Research Conference (NORDEV), conference presentation and abstract.
Seehawer, M. (2018). Ubuntu as a foundation for southern African indigenous ecological research. POLLEN Biennial Conference 2018. Political Ecology Network (POLLEN), conference presentation.
Seehawer, M. (2017). THE SCIENCE INSIDE – South African Stories, Wits Radio Academy.
Mthombeni, T. & Miles, T. (2017). Ulwazi Lwakdala – Indigenous knowledge in Science. Documentary film about my PhD research project, including filmed interview with Maren Seehawer.
Seehawer, M. (2017). How Local Elders Improved Our Science Classes. Integrating Indigenous Knowledges with Classroom Science in Grahamstown Schools. Scifest Africa, South Africa’s National Science Festival.
Seehawer, M. (2016). How can South African science teachers integrate indigenous knowledges into their teaching? A lesson learnt from Eastern Cape teachers, a proposition– and a call for action for teacher educators. 2nd International Conference of the African Association for the Study of Indigenous Knowledge Systems AASIKS, conference presentation.
Seehawer, M., Ludwane, A., Mashozhera, F., Mhlekwa, N. Nuntsu, S. R., Speckman, M. (2015). Integrating Indigenous and Western Knowledges in Science Education. A Participatory Action Research Project carried out in Grahamstown Schools July – November 2015. Booklet for teachers. Grahamstown: Rhodes University/Oslo: HiOA.
Seehawer, M. (2015). Participatory Action Research with science teachers on the integration of indigenous and western knowledge – reflections from an ongoing research journey. Lecture at Rhodes University; Education Department.