Curriculum vitae: Lesley Le Grange

To 03 October 2008

Qualifications

PhDUniversity of Stellenbosch 2001 (in science/environmental education)

MEdUniversity of Cape Town 1996 (in science education, cum laude)

BEdUniversity of Cape Town 1992 (subjects studied: curriculum studies: sciences [with distinction], quantitative research methods in education [with distinction], measurement and evaluation [with distinction], theory of education, empirical research design, South African history: education and crisis)

BAUniversity of Cape Town 1989 (major studies: environmental and geographical science, biblical studies; minor studies: history, logic, religion and the social sciences)

HDE University of Cape Town 1986 (method subjects: biology, geography [with distinction])

BScUniversity of the Western Cape 1986 (major studies: botany, geography; minor studies: chemistry, physics, zoology)

Awards/distinctions

2007:Received C2 rating from the NRF.

2005: Recipient of the StellenboschUniversityRector’s award for excellence in research.

2005:Recipient of Education Association of South Africa’s (EASA) Santam Research Medal for excellence in research.

2004: Recipient of the StellenboschUniversityRector’s award for excellence in teaching.

2003: Education Association of South Africa(EASA) Young Researcher’s Medal for outstanding research conducted within the first few years of holding a full-time academic position.

2002:Received Y2 rating from the NRF.

2001: SAJHE PRIZE – Awarded for the best article (out of 45) published in the category Research in Higher Education of the South African Journal of Higher Education for the period 1999 to 2000.

1999: Recipient of the Harry Crossley Bursary for PhD studies.

1995:Recipient of Foundation forResearch Development (now NRF) Bursary for Master’s studies.

1988:Recipient of the University of Cape Town Bursary for undergraduate studies.

Research Grants

2008: Received Incentive funding from NRF for five years (5 x 40000 = R200000)

2008: Received from StellenboschUniversity for NRF rating (24000)

2004: Received from StellenboschUniversityfor programme research (R24000)

2003: Received from StellenboschUniversityfor NRF rating (R20000)

2001: StellenboschUniversityfor purchase of equipment (R6818)

1998: Australia Aid through IDP (R600 000) – Co-recipient

1997: Human Sciences Research Council (R34000) – Co-recipient

Travel Grants

2008: Received from StellenboschUniversity (R41000)

2007: Received from StellenboschUniversity (R28000)

2006: Received from StellenboschUniversity (R18420)

2005: Received from StellenboschUniversity (R14100)

2004: Received from StellenboschUniversity (R18000)

2003: Received from StellenboschUniversity (R15500)

2002: Received National Research Foundation (NRF) research grant for overseas travel (R7500).

2002: Received from StellenboschUniversity (R13000)

2001: Received from StellenboschUniversity (10000)

2000: Received from StellenboschUniversity (R7000)

1999: Received from StellenboschUniversity (R4000)

Research Management experience

  • Member of panel of NRF Research Focus Area: Education and the Challenges of Change (Sub- theme: Curriculum and Assessment) (2005 to 2007)
  • Member of Research Sub-Committee A (Human and Social Sciences) (2006 to present)
  • Chairperson of Standing Committee for Research, Faculty of Education (2006 to present)
  • Chairperson of the Research Committee of Department of Curriculum Studies (2005 to 2007)
  • Management of research portfolio of the Faculty of Education, StellenboschUniversity (2007 to present)

Employment (full time)

1987Biology teacher, FairmountSecondary School.

1993Head of department (Biology and General Science), FairmountSecondary School.

1996Acting deputy principal, FairmountSecondary School.

1997Researcher (OOPUS) and Educational Consultant (Co-owner of Millennium Consultants).

1999Lecturer, Faculty of Education, StellenboschUniversity

2002Senior Lecturer, Faculty of Education, StellenboschUniversity.

2003Professor, Faculty of Education, StellenboschUniversity

2006Departmental Chair, Department of Curriculum Studies, StellenboschUniversity

2007Deputy Dean: Research, Faculty of Education, StellenboschUniversity.

Current and past teachingPGCE - method courses in Natural Sciences and Life Sciences (from 1996-2005); post-graduate (Bachelors level) coursework in educational research, environmental education (contact and distance education); post-graduate (Master’s level) coursework in research methodologies, environmental education; supervision of post-graduate research students (MEds & PhDs).

Current research interestsPedagogical practices in higher education, post-modern science education, educational research methodologies, postcolonial epistemologies, environmental philosophy, African philosophy and indigenous knowledge and curriculum theory and development.

Current and past administrationDeputy Dean:Research

Member of:

  • Appointments Committee of Senate (2006-present)
  • Social Sciences Research Committee (2006-present)
  • Task team for reviewing student feedback (2007-2008)
  • Senate (2003-present)
  • Standing Committee for research, Faculty of Education (Chairperson) (2006-present)
  • University Task team for developing new funding model (2005)
  • Executive Committee of Faculty of Education (2006-present)
  • Faculty Committee of Education (2003-present)
  • Examination Committee of Faculty of Education (2006-present)
  • Faculty of Education Board (1999-present)
  • Programme Committee BEdHons (2003-2006)
  • Executive Committee of Department of Curriculum Studies (chairperson) (2003-2007)
  • Research committee of Dept of Curriculum studies for reviewing Master’s and Doctoral research proposals (chairperson) (2005-2007)

Previous administration work includes substantive administrative duties as head of department and deputy principal of a secondary school and serving as a council member of the Environmental Education Association of Southern Africa.

Part-time appointments

1996-1998Lecturer/Researcher - Faculty of Education, University of Stellenbosch.

1995, 1997Tutor/Supervisor - School of Education, University of Cape Town

Honorary appointments, editorial work etc.

  • Member of the advisory board of OxbridgeAcademy (present).
  • Review Editor for the South African Journal of Higher Education (2001-2002).
  • Consultant Editor to the South African Journal of Higher Education (2001-present).
  • Associate Editor – South African Journal of Higher Education (2003 – present))
  • Advisory Editor – Southern African Journal of Environmental Education, Ethics and Action (2003 – present)).
  • Member of the Advisory Board – Africa Education Review (present)
  • Member of the Editorial Board – Journal of Educational Studies (present)
  • Member of the Review Board of Transnational Curriculum Inquiry (TCI): the Journal of the International Association for the Advancement of Curriculum Studies (present).
  • Referee of journal manuscripts for Acta Academica;Australian Journal of Environmental Education; Environmental Education Research; Geography; Journal of Education;Journal of Engineering, Design and Technology; International Journal of Qualitative Studies in Education, International Journal of Science Education; Per Linguam, Perspectives in Education, South African Journal of Education, Southern African Journal of Environmental Education andStudies in Philosophy and Education.

I have reviewed/refereed more than 300 articles to date.

Publications

Authored/edited books/monographs
  1. Le Grange, Lesley and Reddy, Chris 1998. Continuous Assessment: An introduction and guidelines to implementationCape Town: Juta Higher Education Publishers. (ISBN 0-7021-4383).
  1. Jenkin, N; Le Grange, L; Lotz, H; Mabunda, K; Madisakwane, K; Makou, T; Mphaphuli, E; Neluvhalani, E; Reddy, C and Robottom, I. (eds.). 2000. Educating for socio-ecological change: Case studies of changing practice in South African Tertiary Institutions. Cape Town: AUSAID. (ISBN 0-7972-0778-3).
  1. Le Grange, Lesley. 2003. E-learning: a critique. Stellenbosch: StellenboschUniversity Press. (Inaugural address as professor – ISBN 0-7972-1009-1).
  1. Waghid, Yusef & Le Grange, Lesley (eds). 2004. Imaginaries on democratic education and change. Stellenbosch: SAARDHE. (ISBN 0-9584-6878-8).
Book chapters
  1. Le Grange, Lesley. 2000. Issues of Pedagogy and power in environmental learning. In Jenkin, N. et al. (eds.) Educating for socio-ecological change: Case Studies of Changing Practice in South African Tertiary Institutions.Cape Town: AUSAID. pp. 55-64. (ISBN 0-7972-0778-3).
  1. Le Grange, Lesley. 2000. Science and sustainability: Integrating science and environmental education processes. In educating for socio-ecological change: A resource pack for developing and reviewing environmental education in universities and colleges of education in South Africa. Howick: AUSAID.
  1. Le Grange, Lesley (co-author). 2000. Introduction to the participatory research process. In Jenkin, N. et al. (eds.) Educating for socio-ecological change: Case Studies of Changing Practice in South African Tertiary Institutions. Cape Town: AUSAID. pp. 1-8. (ISBN 0-7972-0778-3).
  1. Schreuder, DR; Reddy, CPS &. Le Grange, L 2000. Science and sustainability: Alternative understandings of education and sustainability. In Jarnet, A et al (eds.), The Future of Environmental Education in a Postmodern World?Canada: YukonCollege. pp. 170-174. (ISBN: 0-9694150-2-8).
  1. Schreuder Danie, Reddy Chris & Le Grange Lesley. 2002. Environmental education as a process of change and reconstruction: The Science and Sustainability Project. In Tilbury, D et al (eds), Education and Sustainability: Responding to the Global Challenge. Switzerland: IUCN, pp. 133 – 139. (ISBN: 2-8317-0623-8).
  1. Le Grange, Lesley. 2004. Environment constructed: perspectives from the South. In Scott, W & Gough, S. (eds.), Key Issues in Life Lifelong Learning and Sustainability: a critical review. London: RoutledgeFalmer, pp. 19-21. (ISBN 0-415-27649-7).
  1. Le Grange, Lesley. 2004. Assessment in science and technology education. In Maree, J & Fraser, B (eds.), Outcomes-based Assessment for university students. Johannesburg: Heinemann Publishers. pp. 185-197. (ISBN: 0796204403).
  1. Le Grange, Lesley. 2004. Introduction: Democracy, curriculum and transformation. In Waghid, Yusef & Le Grange, Lesley (eds), Imaginaries on democratic education and change. Stellenbosch: SAARDHE. pp. 83-86. (ISBN: 09584687-8-8)
  1. Le Grange, Lesley. 2004. Democratic citizenship, dis(trust), risk and education. In Waghid, Yusef & Le Grange, Lesley (eds), Imaginaries on democratic education and change. Stellenbosch: SAARDHE. pp. 61-67. (ISBN: 09584687-8-8).
  1. Waghid, Yusef & Le Grange, Lesley. 2004. Introduction. Emerging voices. In Waghid, Yusef & Le Grange, Lesley (eds), Imaginaries on democratic education and change. Stellenbosch: SAARDHE. pp. 135-136. (ISBN: 0 627 02550 1).
  1. Le Grange, Lesley & Loubser, Callie. 2005. Education for sustainability: a critical appraisal. In Loubser, C (ed) Environmental Education in South Africa. Johannesburg: Van Schaik publishers. pp. 113-126. (ISBN: 0 627 02550 1).
  1. Le Grange, Lesley. 2005. African philosophy of education: An emerging discourse in South Africa. In Waghid, Y (ed.) African(a) philosophy of education: Reconstructions and deconstructions. Stellenbosch: Stellenbosch University Press. pp. 126-139. (ISBN: 0-620-34077-0.
  1. Le Grange, Lesley. 2008. Towards a language of probability for sustainability education (South) Africa. In E. Gonzalez-Gaudiano and M.A. Peters (eds.), Environmental Education: Identity, Politics and Citizenship, pp. 208 – 217. (ISBN: 978-90-8790-613-0).
  1. Le Grange, Lesley. 2008. Assessing competence in science and technology education. In Maree, J & Fraser, B (eds.), Outcomes-based Assessment for university students. Johannesburg: Heinemann Publishers. Second Edition. Forthcoming.
  1. Le Grange, Lesley. 2008. Hacia un lenguaje de probabilidad para la educacion para el desarrollo sustentable en Sudafrica. In Gonzalez Gaudiano, E (ed.). Educación, ambiente y sustentabilidad. Diez lecturas criticas/Education, environment and sustainability. Ten critical readings.Mexico City: Plaza y Valdes. Forthcoming.
  1. Le Grange, Lesley. 2008. Scriptures and practices: A reply to Wally Morrow. In Shalem, Y (ed), Scriptures and Practices: Reflections on Teaching and Learning in South Africa. Kenwyn: Juta.
  1. Le Grange, Lesley. 2009.South African curriculum studies: a historical perspective and autobiographical account. In Pinar, W. (ed.). South African Curriculum Studies Today. Canada: IAACS. Forthcoming.
  1. Lotz-Sisitka, Heila and Le Grange, Lesley. Learning to live with it? 2009. Troubling education with evidence of global climate change. In Irwin, R. (ed.). Philosophy and Climate Change. New York: Continuum.
Academic journals

* articles in accredited journals

**ISI/IBSS accredited

International

  1. *Le Grange, Lesley; Rochford, Kevin & Sass, Andy 1996. Gender differences among engineering and business/marketing students’ rankings of science and technology related global problems. Australasian Journal of Engineering Education, 7(1): 13-19.
  1. *Le Grange, Lesley and Reddy, Chris 1997. Environmental education and outcomes-based education in South Africa: A marriage made in heaven? Southern African Journal of Environmental Education, (17): 12-18.
  1. Schreuder, Danie and Le Grange, Lesley 1998. Sustaining environmental education research and teacher education through partnerships between Universities and Schools: thoughts from South Africa. International Research in Geographical and Environmental Education, 7(3): 240-243.
  1. *Waghid, Yusef & Le Grange, Lesley. 2000. Repositioning inclusive education in South Africa through a post-structuralist lens. International Journal of Special Education, 15(2): 92-102.
  1. *Le Grange, Lesley & Newmark, Rona. 2002. A civil society partnership in special education in a changing South Africa. International Journal of Special Education, 17(1): 85-90.
  1. *van Rooyen, Brenda; Le Grange, Lesley & Newmark, Rona. 2002. (De)constructions of functionalist discourses in South Africas Education White Paper 6: Special Needs Education. International Journal of Special Education, 17(2): 1-13.
29.Le Grange, Lesley. 2002. Science and sustainability: integrating science and environmental education processes. New Era in Education, 83(1): 2-5.
  1. *van Rooyen, Brenda & Le Grange, Lesley. 2003. Pioneering and business discourses in South Africa’s Education White Paper 6: Special Needs Education. International Journal of Special Education, 18(1): 7-16.
  1. *Hill, Francis, Newmark, Rona & Le Grange, Lesley 2003. Subjective Perceptions of Stress & Coping By Mothers Of Children With An Intellectual Disability: A Needs Assessment. International Journal of Special Education, 18(1): 36-43.
  1. **Le Grange, Lesley. 2003. Why publish? Perspectives in Education 21(2): 129-135.
  1. *Hill, Frances, Le Grange, Lesley & Newmark, Rona. 2003. The use of qualitative and quantitative methodologies in a special educational needs study. International Journal of Special Education 18(2): 62-72.
  1. *Galyam, Nilly & Le Grange, Lesley. 2003. Teaching thinking skills in science to learners with special needs. International Journal of Special Education 18(2): 84-94.
  1. **Le Grange, Lesley. 2003. The role of (dis)trust in a (trans)national development project. Higher Education: The International Journal of Higher Education and educational planning. 46(4): 491-505.
  1. **van Rooyen, Brenda; Le Grange, Lesley & Newmark, Rona. 2004. (De)constructions of radical humanist discourses in White Paper 6: Special Needs Education. Perspectives in Education 22(1): 1-16.
  1. Le Grange, Lesley. 2004. Embodiment, social praxis and environmental education: some thoughts. Environmental Education Research 10(3): 385-397.
  1. *Le Grange, Lesley. 2004. Against environmental learning: why we need a language of environmental education. Southern African Journal of Environmental Education 21: 234-140.
  1. *Le Grange, Lesley. 2005. Guattari’s philosophy of education and its implications for environmental education in (post)colonial Africa. Southern African Journal of Environmental Education 22: 33-45.
  1. **Le Grange, Lesley & Beets, Peter. 2005. Geography education in South Africa after a decade of democracy. Geography 90: 267-277.
  1. *Le Grange, Lesley & Reddy, Chris. 2007. The learning of environment(s) and the environments of learning. Southern African Journal of Environmental Education 24: 76-81.
  1. **Le Grange, Lesley. 2007. Integrating western and indigenous knowledge systems: the basis for effective science education in South Africa?International Review of Education. 53(5-6): 577-591.
  1. **Le Grange, Lesley. 2007. (Re)thinking outcomes-based education: from arborescent to rhizomatic conceptions of outcomes (based-education). Perspectives in Education25(4): 79-85.
  1. **Le Grange, Lesley. 2008. The didactics tradition in South Africa: A reply to Richard Krüger. Journal of Curriculum Studies 40(3): 399-407.
  1. **Le Grange, Lesley. 2008. The productivity of method. Perspectives in Education 26(4), In press.
  1. *Le Grange, Lesley. 2008. Environmental justice: order words and pass-words. Southern African Journal of Environmental Education 25. In press.
  1. *Le Grange, Lesley. 2009. The history of biology as a school subject and developments in the subject in contemporary South Africa. Southern Africa Review of Education. In press.
  1. **Le Grange, Lesley. 2009. Sustainability and higher education: from arborescent to rhizomatic thinking. Educational Philosophy and Theory. In press.

National

  1. Reddy, Chris and Le Grange, Lesley 1996. Continuous evaluation: Friend or Foe? Spectrum, 34(2): 18-20.
  1. Le Grange, Lesley; Schreuder, Danie and Reddy, Chris 1997. Sustainability in Curriculum 2005. Enviroteach (3): 9-11.
  1. *Letsoalo, Bernard; Le Grange, Lesley and Rochford, Kevin 1997. Historically disadvantaged pupils’ rankings of science and technology related global problems: A gender and regional comparison. South African Journal of Education, 17(4): 151-156.
  1. Schreuder, Danie; Le Grange, Lesley and Reddy, Chris 1998. Sustainability as a unifying theme in biology curricula. Spectrum, 36(1), 4-7.
  1. Schreuder, Danie & Le Grange, Lesley 1998. Some perspectives on environmental education research and teacher education through partnerships between universities and schools. Eduforum, 1(1): 1-6.
  1. *Schreuder, Danie; Le Grange, Lesley, Reddy, Chris. 1999.Science and Sustainability: Exploring new perspectives in environmental education. South African Journal of Education, 19(2): 127-130.
  1. *Le Grange, Lesley. 1999. Ecological Sustainability: A metaphor for curriculum and research in the new millennium. South African Journal of Education, 19(4): 304-310.
  1. *Le Grange, Lesley. 1999. Addressing environmental concerns through science teaching in changing educational milieu. Journal of Education, 24: 31-43.
  1. *Le Grange, Lesley. 2000. Towards a language of probability in South African OBE discourse. Education as Change, 4(1), 21-30.
  1. *Le Grange, Lesley and Reddy, Chris. 2000. Introducing teachers to OBE and EE: A Western Cape case study. South African Journal of Education, 20(1): 28-32.
  1. *Le Grange, Lesley. 2000. Is there a ‘space’ for enabling disparate knowledge traditions to work together? Challenges for science (education) in an African context. South African Journal of Education, 20(2): 114-117.
  1. *Le Grange, Lesley. 2000. A case study of changing pedagogical practices at a higher education institution. South African Journal of Higher Education, 14(1): 152-159.
  1. *Le Grange, Lesley. 2000. Is qualitative research a meaningful term to describe the cross-fertilisation of ideas which characterises contemporary educational research? South African Journal of Education, 20(3): 192-195.
62.*Le Grange, Lesley. 2000. The use of photographs in case study research. Reflections and suggestions. South African Journal of Education, 20(3): 169-174.
  1. *Le Grange, Lesley & Waghid, Yusef. 2000. Environmental education, materials development and collegiality: implications for universities and schools. South African Journal of Education, 20(2): 136-141.
  1. *Le Grange, Lesley. 2001. Challenges for participatory action research and indigenous knowledge in Africa. Acta Academica, 33(3), 136-150.
  1. *Le Grange, Lesley. 2001. Exploring new knowledge spaces in environmental education: The case of a South African/Australian institutional links project. South African Journal of Higher Education 15(2): 41-48.
  1. *Le Grange, Lesley. 2001. Challenges for Environmental Education in southern Africa: Integrating knowledge systems through the social organisation of trust. South African Journal of Education, 21(2): 71-75.
  1. *Waghid, Yusef & Le Grange, Lesley. 2001. Can postpositivist research in environmental education engender ethical notions within higher education? South African Journal of Higher Education, 15(3): 92-101.
  1. *Le Grange, Lesley. 2002. Educational research, democracy and praxis. South African Journal of Education, 22(1): 36-39.
  1. *Le Grange, Lesley. 2002. Challenges for higher education transformation in South Africa: Integrating the local and the global. South African Journal of Higher Education 16(1): 67-73.
  1. *Waghid, Yusef & Le Grange. 2002. Globalisation and higher education in South Africa: Moving towards distributive justice. South African Journal of Higher Education 16(1): 5-8.
  1. *Le Grange, Lesley. 2002. Towards a “language of probability” for environmental education in South Africa. South African Journal of Education, 22(2): 83-87.
  1. *Le Grange, Lesley. 2002. Education for sustainable living: a useful concept? South African Journal of Higher Education, 16(2): 49-55.
73.*Le Grange, Lesley & Newmark, Rona. 2002. Postgraduate research supervision in a socially distributed knowledge system: some thoughts. South African Journal of Higher Education 16(3): 50-57.
  1. *Le Grange, Lesley. 2003. Opportunities that the South African OBE curriculum framework provides for addressing environmental concerns. Education as Change 7(1): 34-49.
  1. *van Rooyen, Brenda; Newmark Rona & Le Grange, Lesley. 2003. (De)constructing systems discourses in South Africa’s White Paper 6: Special Needs Education. Acta Academica 35(1): 167-187.
  1. *Waghid, Yusef & Le Grange, Lesley. 2003. Introduction: Research and development in higher education: rating or not? South African Journal of Higher Education 17(1) 5-8.
  1. *van Rooyen, Brenda & Le Grange, Lesley. 2003. Interpretive discourses in South Africa’s Education White Paper 6: Special Needs Education. South African Journal of Education 23(2): 152-156.
  1. *Le Grange, Lesley. 2003. R(e)imagining higher education for sustainable futures. South African Journal of Higher Education 17(3): 90-96.
  1. *Reddy, Chris; Le Grange, Lesley & Waghid, Yusef. 2004. Environment as a community project: deliberative democracy in action. Submitted to South African Journal of Higher Education 18(1): 111-126.
  1. *Le Grange, Lesley. 2004. E-learning: some critical thoughts. South African Journal of Higher Education 18(1): 87-97.
  1. *Le Grange, Lesley. 2004. Ignorance, trust and educational research. 2004. Journal of Education 33(2): 69-84.
  1. *Le Grange, Lesley. 2004. (South) African(a) philosophy of education: A reply to Higgs and Parker. Journal of Education. 34: 143-154.
  1. *Le Grange, Lesley. 2004. Western Science and Indigenous knowledge: competing perspectives or complementary frameworks? South African Journal of Higher Education. 18(3): 82 - 91.
  1. *Le Grange, Lesley. 2004. “Universalism/Multiculturalism” science and its implications for science education in contemporary South Africa. Africa Education Review 1(2): 204-219.
  1. **Le Grange, Lesley & Beets, Peter. 2005. (Re)conceptualizing validity in outcomes-based assessment. South African Journal of Education 25(2): 114-119.
  1. **Beets, Peter & Le Grange, Lesley. 2005. Continuity and progression: the Achilles’ heel of the national curriculum statement for Geography. South African Journal of Education. 25(3): 190-197.
  1. *Le Grange, Lesley. 2005. The scholarship of teaching as deconstructive force. Education as Change. 9(1): 185-196.
  1. **Galyam, Nilly & Le Grange, Lesley. 2005. Improving thinking skills in science of learners with (dis)abilities. South African Journal of Education. 25(4): 239-246.
  1. *Le Grange, Lesley. 2005. Evidence, analysis and case study research. Journal of Education Studies 4(1&2): 22-29
  1. *Beets, Peter & Le Grange, Lesley. 2005. Africanising assessment practices: Does the notion of ubuntu hold any promise? South African Journal of Higher Education. 19: 1197-1207.
  1. *Le Grange, Lesley. 2005. The ‘idea of engagement’ and the ‘AfricanUniversity in the 21st century: some reflections. South African Journal of Higher Education. 19: 1208-1219.
  1. *Le Grange, Lesley. 2005. Reflexivity and new modes of knowledge production: The case of the human and social sciences. South African Journal of Higher Education. 19: 1444-1455.
  1. *Le Grange, Lesley. 2006. Curriculum: A neglected area in discourses on higher education. South African Journal of Higher Education. 20(2): 189-194.
  1. *Le Grange, Lesley. 2006. The changing landscape of the contemporary university. South African Journal of Higher Education. 20(4): 367-371.
  1. *Le Grange, Lesley. 2006. Quality assurance in South Africa: A reply to John Mammen. South African Journal of Higher Education. 20(6) 903-909.
  1. *Le Grange, Lesley. 2007. An analysis of ‘needs talk’ in relation to sustainable development and education. Journal of Education. 41: 1-14.
  1. **Le Grange, Lesley. 2007. (Re)imagining method in educational leadership and management research. South African Journal of Education. 27(3): 421-429.
  1. *Le Grange, Lesley. 2007. The scholarship of integration (re)considered. South African Journal of Higher Education. 21(5): 506-514.
  1. *Le Grange, Lesley. 2007. The theoretical ‘foundations’ of community service-learning: from taproots to rhizomes. Education as Change. 11(3): 3-13.
  1. *Le Grange, Lesley. 2008 Sustainability and higher education: some thoughts. South African Journal of Higher Education. 22(2): 203-209.
  1. *Le Grange, Lesley. 2008. Challenges for enacting an indigenized science curriculum: A reply to Ogunniyi and Ogawa. South African Journal of Higher Education. In press.
  1. Le Grange, Lesley. 2008. Trends in educational research: South African perspectives. SA-e-DUC. 5(1). In press.
  1. **Beets, Peter and Le Grange, Lesley. 2008. Has geography curriculum reform in post-apartheid South Africa strengthened continuity and progression? South African Geographical Journal. 90(2): 68-79.

Conference proceedings