Prof Greta Galloway

Qualifications:  HDE JP (UPE); HDE PP, DSE Rem. Ed (UNISA);  FDE Ed. Man (UP); BEd (Hons), MPhil, PhD (Stellenbosch University)

Position:            ASSOCIATE PROFESSOR

Phone number: 043 704 7102


Teaching areas of specialisation: Foundation Phase Studies

                                                           Inclusive Education

                                                           Education Leadership and Management

                                                           Citizenship Education

                                                           Professional Studies

                                                           School Experience/Work Integrated Learning

Research Interests:                         Early Childhood Education (ECD)

                                                           Inclusive and Citizenship Education

                                                           Education Leadership and Management

                                                           Teacher Education

Publications (last five years):


Book chapter:

Roux, C. (ed) 2012. Safe Spaces. Galloway. G. Transcending Narratives: Narrative inquiry as a means to communicative action. Sense Publication. The Netherlands.


Journal articles:

  • Abongdia, J.A., Galloway, G. And Mammen, K.J. (2014). An analysis of a sample of South African university students’ reflections on Nelson Mandela as a motivator of learning. Mediterranean Journal of Social Sciences, Vol. 5 (14): 304-310.
  •  Adu, E. O., Galloway, G. and Olabisi, O. (2014).  Teachers’ Characteristics and Students’ Attitude towards Economics in Secondary Schools: Students’ Perspectives. Mediterranean Journal of Social Science, Vol.5 (16): 455-462.
  •  Adu, E.O. and Galloway, G. (2014). The effects of cooperative learning on students’ economics achievement and attitude towards economics. Journal of Economics (JE). Accepted
  •  Adu, E.O. & Galloway, G. (2015). Information and Communication Technologies (ICT) and teacher education preparation in South Africa: Implications for 21st Century Classroom-Based Practice. Journal of Communication (JC) Accepted