Interests

Philosophy of education, teacher education, children’s rights, social justice and education, engaged scholarship, transdisciplinary research and collaboration, practical reasoning, the capabilities approach. Since retiring as Director of UCT’s Children’s Institute in 2012, my main interest has been in engaged scholarship, transdisciplinary collaboration and related ethical and epistemological issues.  I am interested, too, in knowledge translation for diverse readerships and in promoting creative approaches to scholarly writing.   

Selected publications (since 2003)

Peer-reviewed, edited volumes 

• Jamieson L, Bray R, Viviers A, Lake L, Pendlebury, S & Smith C (Eds) (2011) South African Child Gauge 2010/2011. Cape Town: Children’s Institute, UCT. (Theme – Children as citizens: Participating in social dialogue.)
• Kibel, M, Pendlebury, S, Lake, L and Smith, C (Eds) (2010) South African Child Gauge 2009/2010. Cape Town: Children’s Institute, UCT. (Theme – Healthy children: From survival to optimal development.)
• Shalem, Y and Pendlebury, S (Eds) (2010) Retrieving Teaching: Critical issues in curriculum, pedagogy and learning. Cape Town: Juta.
• Pendlebury, S, Lake, L and Smith, C (Eds) (2009) The South African Child Gauge 2008/2009. Cape Town: The Children’s Institute, University of Cape Town. (Theme: Meaningful access to basic education.)

Chapters in peer-reviewed books

• Ogawa, M., Pendlebury, S. and Marock, C. (2019) Social Connectedness and youth transitions: Reflections on a South African programme.  In: Roelen, K., Morgan, R. and Tafere, Y. (Eds) Putting Children First: New Frontiers in the Fight against Child Poverty in Africa, Stuttgart and Hannover: ibidem. 
• Pendlebury, S (2014) Children’s Rights. In: D.C Phillips (ed) Encyclopedia of Educational Philosophy and Theory. London and New York: Sage Publications.
• Pendlebury, S, Henderson, P and Jamieson, L (2014) Unsettling notions of children’s participation: whither transformative social dialogue in South Africa? In: EKM Tisdall, EKM, AM Gadda & UM Butler (Eds) Children and Young People’s Participation and its Transformative Potential: Learning from across Countries.  London: Palgrave-Macmillan.
• Pendlebury S (2011) Children and school governance: Representation, participation and power In: Jamieson L, Bray R, Viviers A, Lake L, Pendlebury S and Smith C (eds) South African Child Gauge 2010/2011 Cape Town: Children’s Institute, UCT.
• Pendlebury, S (2010) Time for hedgehogs as well as foxes: some temporal aspects of epistemological access to basic education. In: Shalem, Y and Pendlebury, S. Retrieving Teaching: Critical issues in curriculum, pedagogy and learning.  Cape Town: Juta.
• Pendlebury, S (2009) Meaningful access to basic education In: Pendlebury, S, Lake, L and Smith, C (eds) South African Child Gauge 2009/2010 Cape Town: Children’s Institute, UCT.
• Enslin, P & Pendlebury, S (2007) Looking others in the eye: rights and gender in South African education policy. In Michael A Boylan (ed) The Ethics of Teaching, Aldershot: Ashgate.
• Pendlebury, S (2005) Feminism, epistemology and education. In Wilfred Carr (ed.) The Routledge/FalmerReader in Philosophy of Education. London: Routledge/Falmer.
• Dunne, J and Pendlebury, S (2003) Practical Reason. In: Smith, R, Standish, P, and Blake, N (eds) Blackwell Guide to Philosophy of Education. Oxford: Blackwell.

Articles in peer-reviewed journals and conference proceedings 

• Pendlebury S, Henderson P & Tisdall, EKM (2011) Theorising children’s participation: Trans-disciplinary perspectives from South Africa. Perspectives in Education (Special Issue: Theorising children’s public participation: Cross-disciplinary perspectives and their implications for education), Vol 29 (1), March 2011: 1-5. 
• Pendlebury, S (2010) Accommodating cosmopolitanism, Philosophy of Education 2009, Urbana, Illinois: Philosophy of Education Society, 18-24.
• Pendlebury S (2008) Accuracy, sincerity and capabilities in the practice of teaching. Studies in Philosophy & Education, 27(2/3): 173-83.
• Pendlebury, S (2007) Strangers in our Midst: Some Educational Conditions for Transforming Political Community, Philosophy of Education 2006, Urbana, Illinois: Philosophy of Education Society.
• Motala, S; Pendlebury, S and Hoppers, W (2006) Achievements and contradictions in South Africa’s pursuit of democratic education, International Journal of Educational Development.
• Pendlebury, S and Enslin, P (November 2004) Social justice and inclusion in education and politics: the South African case, Journal of Education, vol. 34, pp 31-50.
• Enslin, P, Pendlebury, S and Tjiattas, M (2003) Social Justice, Bureaucratic Control and Academic Work (Or Knaves, Knights and Fools in the Academy), Journal of Education, vol. 31, pp 75-91.
• Pendlebury, S (2003) Public education and the foundations of justice, The School Field.

Recent working papers 

• Pendlebury, S. (2020) Inner Work for Social Change: A conceptual paper. New York: Synergos.
• Pendlebury, S. (2020) Take heart – Inner Work for Social Change: A cross-case analysis. New York: Synergos.
• Ogawa, M., Pendlebury, S. & Marock, C. (2017) Social connectedness, poverty and youth transitions: Critical reflections on selected aspects of a South African programme. Unpublished working paper prepared for presentation at the conference “Putting children first: Identifying solutions and taking action to tackle poverty and inequality in Africa”, Addis Ababa, Ethiopia, 23-25 October 2017.
• Pendlebury, S., Ogawa, M. and Morris, R. (2017) “Social connectedness, capabilities and intergenerational inequalities – indicators and prospects for social change: A South African perspective”. Paper presented in the Symposium “Social connectedness, inequalities and challenges of social change: Some perspectives from the global south”, international Human Development and Capabilities Association Conference, Cape Town, September 2017.
• Pendlebury, S., Morris, R. and Ogawa, M. (2015) “Measuring Social Connectedness as a Constitutive Feature of Children’s Well-¬‐being: Prospects and pitfalls”, Paper presented at 5th Conference of the International Society for Child Indicators, Cape Town, South Africa, 2 – 4 September 2015.