A short summary of Mieke`s research: 

My research investigates how South African primary school classrooms, as intra-active semiotic landscapes, influence or promote diverse and inclusive learning environments. South Africa, being culturally and ethnically diverse, historically faced one-sided visual representation in classrooms due to apartheid and cultural censorship. Despite efforts to reform educational practices since 1994, the impact of the past persists in classrooms, affecting children's cultural identity, sense of belonging, and appreciation for other cultures.

To explore this, I semiotically analysed culturally diverse primary school classrooms, comprising learners of various economic backgrounds, from a new materialist perspective using an onto-epistemological approach. This methodology highlights the active role materiality plays in shaping children’s reality in classrooms because of the intra-active entangled relationship children have with their surroundings. Findings from the research reveal a misalignment between learner demographics and the visual representation of culture in classrooms. Prescribed books, mostly imported from England, featuring the Queen and teatime, and posters displaying British flags and snow, present experiences vastly different from those of the participating South African learners. The intertwined relationship children have with the material could pose detrimental consequences for inclusivity.

To address these issues and demonstrate how the classroom could be reimagined collaboratively, children created artworks to celebrate the positivity in cultural differences and to give form to their own lived experiences. Afterwards, the learners’ artworks were displayed in the classroom, which served to integrate their vision into the classroom’s semiotic landscape and give them agency. The study underscores the need for reshaping South African educational environments to reflect diversity thirty years into democracy.

I became interested in this field through visiting primary school classrooms during my master's research and noticing how the materials in the classroom do not celebrate the culture of the learners. As an educator myself, I wondered how I could use my skills as a designer and researcher to help address these issues that affect children's self-worth. Being privileged enough to have had the opportunity to work in academia, I feel that I should use my skills and knowledge to make a difference and contribute to bettering the future for tomorrow's adults.

Research for Impact is one of the core strategic themes in SU`s Vision 2040. Can you describe the (potential) impact of your research?

The potential impact of my research aims to assist in cultivating a more inclusive learning environment for learners in South Africa, where they can see themselves and their culture celebrated in the curriculum. It could also encourage learners to view their own culture, as well as those different from theirs, in a positive light. The research is furthermore aligned with Goal 4 of the National Development Plan 2030 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.

In the ever-changing environment of academia, what are some of the obstacles early career researchers are faced with?

Balancing full-time teaching with research is my biggest obstacle. It can be challenging to juggle students, teaching administration, assessments, and supervision while also working on my own research, as there is often not enough time. Additionally, securing grants to buy out teaching time poses challenges due to these time constraints.

What would you regard as the most important aspects to consider to effectively support early career researchers?

Having a mentor to guide you and receiving funds to support the start of your research career is crucial.

What excites you about your work? 

To work with children and observe how inclusive classroom practices make them feel proud and valued.

When you're not in the lab, library or in the field conducting research, what do you do to unwind?

I love to exercise, walk outside or enjoy an outing with my husband and son.

How has the ECAD programme of SU contributed to your research career? 

It has granted me the opportunity to attend writing workshops, interact with other early-career academics, and travel abroad to attend a conference with the help of ECAD funding.

What advice, if any, would you look to impart to future early career academics?

My advice to future early-career academics is to seize every opportunity that comes your way. Remember, "if you don't buy a ticket, you can't win a prize." The worst that can happen is that you receive a "no."

Connect with Mieke and her work!

Linkedin: https://www.linkedin.com/in/mieke-hall/