Ursula Hoadley

Professor Ursula Hoadley's research interests are: 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.

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.

Research and Publications

• Levy, B., Cameron, R., Hoadley, U. & Naidoo, V. (2018, forthcoming). 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.
• Hoadley, U. (2017). Pedagogy in Poverty: Lessons from 20 years of curriculum reform in South Africa. London: Routledge.
• Barrett, B., Hoadley, U. & Morgan, J. (Eds.) (2017). Knowledge, curriculum and equity: Social realist perspectives. London: Routledge.
• Muller, J. & Hoadley, U. (2017). Pedagogic modality and structure in the recontextualising field of curriculum studies: A South African case. In: B. Barrett, U. Hoadley & J. Morgan (Eds.), Knowledge, curriculum and equity: Social realist perspectives. London: Routledge.
• Morgan, J. Hoadley, U. & Barrett, B., (2017). Introduction. In B. Barrett, U. Hoadley & J. Morgan, J. (Eds.), Knowledge, curriculum and equity: Social realist perspectives. London: Routledge.
• Hoadley, U. & Galant, J. (2016). An Analysis of the Grade 3 Department of Basic Education workbooks as curriculum tools. South African Journal of Childhood Education, 6,1, a400. http:// dx.doi.org/10.4102/sajce. v6i1.400
• Hoadley, U. and Muller, J. (2016). Visibility and differentiation: Systemic testing in a developing country context. The Curriculum Journal, 27, 2, 272-290.
• Hoadley, U. & Galant, J. (2015). The organisation of schools succeeding against the odds. South African Review of Education. 12, 2, 29-52
• Hoadley, U. (2015). Michael Young and the curriculum field in South Africa. Journal of Curriculum Studies, 47, 6, 733-749.
• Hoadley, U. & Galant, J. (2015). Specialisation and school organization: Investigating pedagogic culture. British Journal of Sociology of Education. DOI: 10.1080/01425692.2015.1042149
• Muller, J. & Hoadley, U. (2013). Knowledge mobilisation in South Africa. In B. Levin, J. Qi. H. Edelstein & J. Sohn (Eds.). The impact of research in education: An international perspective. Policy Press.
• Hoadley, U. (2012). What do we know about teaching and learning in South African primary schools? Education as Change. 16:2, 187-202.
• Hoadley, U. (2012, forthcoming). What do we know about teaching and learning in South Afrcan primary schools? Education as Change.
• Muller, J. & Hoadley, U. (2012, forthcoming). Knowledge mobilisation in South Africa. In B. Levin (Ed.), Knowledge Mobilisation in Education. Policy Press.
• Gamble, J. & Hoadley, U. (2011). Positioning the regulative. In: G. Ivinson & B. Davies. Bernstein’s sociology of knowledge: New developments, new possibilities, thinking outside the frame. London: Routledge.
• Hoadley, U. (2011). Knowledge, knowers and knowing: Curriculum reform in South Africa (pp. 139-154). In L. Yates & M. Grumet (eds.) Curriculum in Today’s World: configuring knowledge, identities, work and politics. Routledge.
• Hoadley, U. (2010) Tribes and territory: Contestation around curriculum in South Africa (pp. 125 – 176). In W. F. Pinar (Ed.). Curriculum studies in South Africa: Intellectual histories and present circumstances. Palgrave MacMillan.
• Muller, J. & Hoadley, U. (2010) Pedagogy and moral order. In P. Singh & A. Sadovnik (Eds.). Knowledge, Knowers and pedagogic modes: Building on the sociology of Basil Bernstein. Peter Lang.
• Muller, J. & Hoadley, U. (2010) Pedagogy and moral order. In P. Singh & A. Sadovnik (Eds.). Knowledge, Knowers and pedagogic modes: Building on the sociology of Basil Bernstein. Peter Lang.
• Hoadley, U. (2010) Social class and pedagogy. In P. Singh & A. Sadovnik (Eds.). Knowledge, Knowers and pedagogic modes: Building on the sociology of Basil Bernstein. Peter Lang.
• Hoadley, U. and Muller, J. (2009) Codes, pedagogy and knowledge. Advances in Bernsteinian sociology of education.
• Shalem, Y. & Hoadley, U. (2009). The dual economy of schooling and teacher morale in South Africa. International Studies in Sociology of Education, 19, 2, 115-130
• Hoadley, U., Christie, P. & Ward, C. (2009). Managing to learn: Instructional leadership in South African secondary schools. School Management and Leadership, 29, 4, 373-389.
• Hoadley, U. & Ensor, P. (2009). Teachers social class, professional dispositions and pedagogic practice. Teachers and Teacher Education, 25, pp. 876–886.
• Hoadley, U. (2008) A distant reality. Aligning the BEd curriculum at Noth-West University. In Kruss, G. (ed.) Opportunities and challenges for Teacher Education Curriculum. Pretoria: HSRC.
• Ensor, P. and Hoadley, U. (2004) Developing languages of description to research pedagogy. Journal of Education, Number 32.
• Hoadley, U. (2006) Analysing pedagogy: the problem of framing.
• Hoadley, U. K. (1999). School choice in a South African working class context. In L. Chisholm, (Ed.), Critical perspectives in South African education: Reconstituting the educational realm, pp. 28-44. Cape Town: Juta.