Room 3.49, 6 Neville Alexander Building, Lover's Walk

Convenor

PhD Programme & MEd specialising in Curriculum Studies

Interests

Curriculum policy analysis; Studies of school subjects; Pedagogy in primary school classrooms; Structured early grade reading interventions; Foundation Phase teaching and learning; Sociological study of school organisation and leadership; Sociological study of teachers’ work; South African schooling and inequality.

Selected recent publications

• Hoadley, U. (2024). Curriculum and pedagogy in South Africa’s reform processes. In Rata, E. (Ed). Research Handbook on Curricula and Education, Edward Elgar Publishing.
• Hoadley, U. & Muller, J. (2023). Learning and Human Development. In: Maxwell, B. & Bialystok, L. Policy Foundations of Education (Volume 4 of the reference set Educational Foundations). ISBN 9781350171527. London: Bloomsbury Academic.
• Muller, J. & Hoadley, U. (2023). Changing forms of curriculum and governance in developing countries. In: N. Wahlström and B. Karseth ‘Contemporary curriculum and ways of knowing’. International Encyclopedia of Education. 4th edition. 
• Hoadley, U. & Boyd, C. (2022). Reading Instruction in South African classrooms, 2010-2020. In: E. Pretorius and N. Spaull, (Eds.), (2022, forthcoming). Early grade reading and writing. Oxford University Press. ISBN: 9780190751715
• Muller, J. & Hoadley, U. (2021). A pedagogic compact: retrieving ‘powerful’ educational knowledge from Didaktik and curriculum studies. Journal of Curriculum Studies. 53, 2, pp. 166-178 DOI: 10.1080/00220272.2021.1887360
• Hoadley, U. & Galant, J. (2019). What counts and who belongs? Current debates in decolonising the curriculum. In: Jansen, J. (Ed.). The politics of curriculum: Making sense of decolonisation in universities. Wits University Press.
• Muller, J. & Hoadley, U. (2019). Curriculum reform and learner performance: an obstinate paradox. In Spaull, N. & Jansen, J. South African schooling: the enigma of inequality. Springer. 109-125.
• Hoadley, U., Sehgal-Cuthbert, A., Barrett, B. & Morgan, J. (2019). After the knowledge turn? Politics and pedagogy, The Curriculum Journal, 30:2, 99-104, DOI: 10.1080/09585176.2019.1601844
• Morgan, J., Hordern, J. & Hoadley, U. (2019). On the politics and ambition of the ‘turn’: unpacking the relations between Future 1 and Future 3, The Curriculum Journal, 30:2, 105-124, DOI: 10.1080/09585176.2019.1575254
• Hoadley, U. (2018). Pedagogy in Poverty: Lessons from 20 years of curriculum reform in South Africa. London: Routledge.
• Crouch, L. & Hoadley, U. (2018). The transformation of South Africa’s system of Basic Education. In Levy, B. Cameron, R. Hoadley, U. & Naidoo, V. (Eds.), The politics and governance of basic education: A tale of two South African provinces. London: Oxford University Press.
• Hoadley, U. (2017). Learning to fly: pedagogy at the foundation phase. Journal of Education, 16-38.

Current and recent funded research projects

• Mixed Method Investigation of Learning, Assessment, Progress and Support (MILAPS) with Research on Socio-Economic Policy (Resep) Unit, SU. Funded by Epoch and Optima Trust  | 2024-2028
• Behavioural Science and Pedagogic Change with Funda Wande & SALDRU Funded by Gates Foundation | 2023- 2024
• COVID learning losses With Research on Socio-Economic Policy (Resep) Unit, SU & WCED Funded by Millennium Trust | 2022
• Read, Write, Calculate Grade 1 Qualitative Study. Funded by Funded by Allan Gray Orbis Foundation | 2021
• Schools in the time of COVID-19: Possible implications for progression, repetition and dropout and for curriculum trimming. With Research on Socio-Economic Policy (Resep) Unit, SU. Funded by DG Murray Trust | 2020-2022