International journals:                                                                

1. Vandeyar, S. (2021). Pedagogy of Compassion: Negotiating the Contours of Global Citizenship. Invited submission - Journal of Research in Childhood Education (Special Edition - Preparing teachers for the global landscape), 35:2, 200-214, DOI:10.1080/02568543.2021.1880991. 

2. Vandeyar, S. (2020). Migrating Selves: Reconstructing and renegotiating Black immigrant academic identities.  Higher Education Research Development, 39(6): 1279-1289.DOI: 10.1080/07294360.2020.1719477

3. Vandeyar, S. (2020). Contested spaces shared places: A South African perspective. Education Citizenship and Social Justice.  DOI: 10.1177/1746197920902427

4. Vandeyar, S & Catalano, T. (2020). Language and Identity: Multilingual Immigrant Learners in South Africa. Language Matters, 51 (2): 106-128. DOI 10.1080/10228195.2020.1769713 .

5. Vandeyar, S. (2020).  Why decolonizing the South African university curriculum will fail. Teaching in Higher Education, 25(7):783-796. DOI: 10.1080/13562517.2019.1592149.

6. Vandeyar, S. (2019).  Unboxing “Born-frees”: Freedom to choose identities. Ensaio Avaliação e Políticas Públicas em Educação 27(104):456-475. DOI: 10.1590/s0104-40362019002702196.

7. Vandeyar, S., Vandeyar, T. & Wissing, A. (2019). Portrait of a sojourner academic: Reconstructing professional identity in a xenophobic context. African Identities, 17(3):4, 225-240, DOI: 10.1080/14725843.2019.1670617

8. Vandeyar, S & Swart, R. (2019). Shattering the silence: dialogic engagement about education protest actions in South African university classrooms. Teaching in Higher Education, 24(6): 772-788. DOI: 10.1080/13562517.2018.1502170.

9. Tsakeni, M., Vandeyar, S. & Potgieter, M. (2019).  Inquiry opportunities presented by practical work in school physical sciences: A South African case study.  Gender & Behaviour

10. Vandeyar, S. (2019).  Unboxing “Born-frees”: Freedom to choose identities. Ensaio Avaliação e Políticas Públicas em Educação 27(104):456-475. DOI: 10.1590/s0104-40362019002702196.

11. Vandeyar, S. (2019).  Why decolonizing the South African university curriculum will fail. Teaching in Higher Education. DOI: 10.1080/13562517.2019.1592149.

12. Vandeyar, S., Vandeyar, T. & Wissing, A. (2019). Portrait of a sojourner academic: Reconstructing professional identity in a xenophobic context. African Identities (forthcoming)

13. Vandeyar, S & Swart, R. (2019). Shattering the silence: dialogic engagement about education protest actions in South African university classrooms. Teaching in Higher Education, 24(6): 772-788. DOI: 10.1080/13562517.2018.1502170.

14. Vandeyar, S & Vandeyar, T. (2017). Migrating Selves: Counteracting an unwelcome ethos of reception at a South African University. Societies without Borders, 12(1):1-15.

15. Vandeyar, S. (2017). The teacher as an agent of meaningful educational change. Educational Sciences: Theory and Practice, 17(2):373-393.

16. Vandeyar. S., Vandeyar, T & Gamedze, S. (2017). Crossing the border: experiences of immigrant students in Swaziland schools. Social Identities: Journal for the study of race, nation and culture, 23(5):533-547.

17. Vandeyar, S & Vandeyar, T. (2017). Opposing Gazes: Racism and xenophobia in South African schools.  Journal of Asian and African Studies, 52(1):68-81.

18. Vandeyar, S. & Swart, R. (2016). Education Change: A case for a Pedagogy of Compassion. Education as Change, 20(3):119-131.

19. Review of the book Vandeyar, S & Vandeyar, T. (2016). The Construction, Negotiation and Representation of Immigrant Student Identities in South African Schools, Information Age Publishing, written by Catalano, T was published in Anthropology & Education Quarterly, (2016), 47:343-345.

20. Catalano, T., Fox, J. & Vandeyar, S. (2016). Being ‘in a limbo’: Perceptions of immigration, identity and adaptation of immigrant students in South Africa and the U.S. Journal of Language, Identity and Education, 15(3): 137-150 http://dx.doi.org/10.1080/15348458.2016.1165099.

21. Vandeyar, S & Mohale, A. (2016). Embracing diversity: The case of EquityRes, a student residence at Urban University. Journal of Social Sciences, 48(3): 161-173.

22. Invited guest editor of the special edition of the international journal. (2015). Power and Education:  Contested Places-Shared Spaces, 7 (2).  Bennet, J., Lee-Treweek, G., & Vandeyar, S. (Eds). (2015). Contested spaces: Ethnicity and power in the world’s classrooms. Special edition of the journal Power

23. Runhare. T., Vandeyar, S., Mulaudzi, O., & Dzimiri, P. (2014). Democratisation of Formal Schooling for Pregnant Teenagers in South Africa and Zimbabwe: Smoke and Mirrors in Policy. Gender & Behaviour, 12(2):6382 – 6395. ISSN: 1596-9231

24. Vandeyar, S. (2014). Student experiences of immigrant teachers in South African schools. Strategic Review for Southern Africa, 36(2):156-168.

25. Vandeyar, S., Runhare, T., Dzimiri, P. & Mulaudzi, O. (2014). The non-alignment of espoused theories of action to theories-in-use: Socio-cultural hurdles to provision of equitable educational opportunity for pregnant learners at South African Conventional Schools. Gender & Behaviour, 12(1).

26. Hamann, E.T., Vandeyar, S., & Eckerson, J. (2013). Rural Latino high school students considering identity and belonging through comparative study of newcomer youth in South Africa. Encyclopaideia International Journal of Phenomenology and Education: Immigration and Social Justice Education. XV1 (34):75-94.

27. Vandeyar, S. (2013). Youthscapes: the politics of  belonging for “Makwerekwere” youth in South African schools.  Citizenship Studies, 17(3/4):447-63.

28. Vandeyar, S & Vandeyar, T. (2012). Renegotiating identities and reconciling cultural ambiguities: Socio-cultural experiences of Indian immigrant students in South African schools. Journal of Social Sciences.

29. Runhare, T. & Vandeyar, S. (2012). Perceptions of Policy Duty Bearers on the Inclusive Education Policy for Pregnant Teenagers in South Africa.  Journal of Social Sciences, 31(1):51-62.

30. Vandeyar, S. & Vandeyar, T. (2011). Articulating cultures: Sociocultural experiences of Black female immigrant students in South African schools.  Gender & Behaviour, 9 (2):4161-4188 ISSN: 0117-7322

31. Vandeyar, S. (2011). Immigrant students’ shifting identifications in South African schools. International Journal of Educational Development. Published online  http://dx.doi.org/10.1016/j.ijedudev.2011.03.006. International Journal of Educational Development, 32:232–240.

32. Runhare, T & Vandeyar, S. (2011). Loss of learning space within a legally inclusive education system: institutional responsiveness to mainstreaming of pregnant learners in formal education. Gender & Behaviour. Vol 9 (2):4011 – 4124. ISSN: 0117-7322

33. Vandeyar, S. (2010). Educational and Socio-cultural experiences of immigrant students in South African schools. Education Inquiry, 1 (4):347–365.

34. Vandeyar, S. (2009). Assessing Grade Four Mathematics in the learner’s Mother Tongue: A South African Experiment. Journal of Early Child Development and Care. 1476-8275, first published on 05 March 2009.

35. Vandeyar, S. (2009). A portrait of an integrating school: Equity High. International Journal of Adolescence and Youth, 15:1-19.

36. Vandeyar, S. (2008). Shifting Selves: The emergence of new identities in South African schools. International Journal of Educational Development, 28 (3):286-299. (Nominated for the Joyce Cain award 2009 – Comparative International Education Society).

37. Vandeyar, S. (2006). Teacher-Student interactions in Desegregated Classrooms in South Africa. International Journal of Educational Development, 26 (4):362-393.

38. Vandeyar, S. (2005).  Conflicting Demands: Assessment Practices in Three South African Primary Schools Undergoing Desegregation. Curriculum Inquiry, 35 (4):461, 21p [18785723]

39. Naude, H., Pretorius, E & Vandeyar, S. (2003). Teacher professionalism: an innovative programme for teaching mathematics to foundation level learners with limited language proficiency. Early Childhood Development and Care, 173(2-3):293-315.