Professor Gregory Alexander
Professor
Qualifications: PhD (Psychology of Education) | MEd (Psychology of Education) | BEd Hons (Experimental Psychology) | BA (Psychology & Geography) | HDE | Cert. Value-Based Leadership | Dip. HRM
Professional Background
Prof. Gregory Alexander is a Professor in the Department of Postgraduate Studies in Education at the Central University of Technology. He holds a PhD in Psychology of Education, alongside relevant qualifications in Human Resources Management and Value-Based Leadership. After completing his teacher training at the University of the Western Cape, he began his career as a teacher in the Northern Cape province, where he also served as a subject advisor for Geography.
Prof. Alexander’s research interests centre on Critical Multicultural Education, Diverse Learning Environments, Deracialised Schooling, Inclusive Education, and Service-Learning. He has participated in various regional, national, and international research projects, previously holding research grants with the National Research Foundation (NRF) of South Africa. He has published numerous papers and facilitated workshops and seminars, notably in Southeast Asian countries, and actively supervises students at Honours, Master's, and Doctoral levels. His work responds to various school and community-based challenges, aiming to improve educational and socioeconomic outcomes and advance quality education imperatives for learners, teachers, and designated communities.
Areas of Expertise
- • Critical Multicultural Education
- • Diverse Learning Environments
- • Deracialised Schooling
- • Inclusive Education & Service-Learning
- • Social Justice Education
Selected Publications
Highlighting the 5 most recent journal articles.
- • Mpisi, A. & Alexander, G. (2024). Reflections on racism levelled against Black learners at Historically White South African schools. African Identities, 1-19.
- • Milne, A. & Alexander, G. (2024). An Exploratory Investigation into Brain Dominance and Gifted Mathematics Achievement in Diverse Classroom settings of Central South Africa. London Journal of Research in Humanities & Social Science, 24(4), 70-86.
- • Lepheana, A. & Alexander, G. (2024). Intensifying psychosocial support for child headed household learners in schools for sense of belonging and sustainable learning. African Journal of Social Work, 14(2), 83-91.
- • Nel, M., Hay, J., Bekker, T., Beyers, C., Pylman, N., Alexander, G. & Matoti, S. (2023). Exploring the perceptions of lecturers and final year students about the infusion of inclusion in initial teacher education programmes in South Africa. Frontiers in Education, 8, 1-15.
- • Mpisi, A. & Alexander, G. (2022). Culturally Responsive Teaching: A Bridge over the Diversity Divide in Historically White Multicultural Schools of South Africa. Universal Journal of Educational Research, 10(4), 289-303.
Selected Books & Book Chapters
- • Plaatjies, B., Palmer, J. & Alexander, G. (2022). Writing a good conclusion to a study. In Adu, E. & Okeke, C. (Eds.), Fundamentals of research in Humanities, Social Sciences and Science Education. Van Schaik Publishers.
- • Alexander, G. & Mhlongo, D. (2021). Creating a Democratic Culture in Managing Classroom Contexts of Disability – PART 1. IntechOpen.
- • Mhlongo, D. & Alexander, G. (2021). Sustaining a Democratic Culture through Collaborative Engagements for Citizens with Disabilities: Part 2. IntechOpen.
- • Masoabi, C. & Alexander, G. (2021). Enhancing Learners’ Intrinsic Motivation Using Student Teams Achievement Divisions (STAD) in Multicultural Classrooms of South Africa. In Carmo, M. (Ed.), Education Applications & Developments VI. Science Press.
- • Kalobo, L. & Alexander, G. (2020). Manufacturing Practices in Technical Vocational Education and Training Institutions. In Mellal, M.A. (Ed.), Manufacturing Systems: Recent Progress and Future Directions. Nova Publishers.
Recent Conference Presentations
- • Alexander, G. (2022). Social Identity Formation of Black Learners in South African Historically White Schools. International Conference on Education and Social Science, Bangkok, Thailand.
- • Alexander, G. & Setlalentoa, W. (2022). Enhancing the Scholarship of Teaching and Learning at a University of Technology: Reflections on Policy Initiatives in Promoting Quality Improvement. International Conference on Education and Social Science, Bangkok, Thailand.
- • Alexander, G., Lekhu, M. & Van Zyl, S. (2021). Issues Affecting Novice Teachers’ Well-being in Multicultural School Contexts of South Africa. GANET Virtual Conference on Social Sciences, Business, Innovation and Education, Kuala Lumpur, Malaysia.
- • Alexander, G., Matoti, S. & Van Zyl, P. (2021). Ascertaining the use of extracurricular activities in promoting learners’ holistic development in multicultural school settings. Education and New Developments Conference 2021, Lisbon, Portugal.
- • Mokoena, A. & Alexander, G. (2021). A reflection on gender achievement in sciences’ rural school settings of multicultural South Africa. Education and New Developments Conference 2021, Lisbon, Portugal.
