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schools. The perceptions seem to be that improving school management might influence school success. It is of interest that HIV/AIDS seems not to have been the priority of research taking into consideration the serious emphasis on teaching about HIV/AIDS in schools (cf. Figure 7) (Stern, Frohna & Gruppen, 2005). This also goes with language issues as aforementioned (cf. results) which have caused contention and debates in relation to the use of African languages as part of medium of instruction.
Figure 7: These pertaining to disciplinary area in Gauteng (part 1)
The second part of disciplinary area indicated that special needs/inclusive education (89) and community (53) research have received high attention. Although schooling and learning/ teaching practice have dominated research areas, however this data indicate that early childhood education has not receive much research attention (cf. Figure 8). Values and law/legislation have received less research attention respectively.
Figure 8: Disciplinary areas of theses produced in Gauteng
In addition to research areas that are identified by NRF, other research areas have emerged from this data (see Figure 9). The data shows that high numbers of theses are produced on race/desegregation (147) and higher education institutions (116), which could be influenced by the transitional period in South African society and in institutions of higher learning. Of interest is that when issues on democracy and violence have been debated in education, however only 55 and 15 theses are written on these topics respectively.
Contextual Dimension of Knowledge Generation in Educational Research: Case of South Africa Universities 91