Zoheir Bagheri Noaparast is a postdoctoral fellow at Stellenbosch University. His work explores intersections of epistemology, philosophy of religion, and argumentation theory. He is the author of Moral Knowledge: Theism vs. Naturalism (2025) and God Unhinged? A Critique of Quasi-Fideism (2025).

Dr Shannon Bishop-Swart is based in South Africa as an English Language and Literature lecturer at Stellenbosch University’s Faculty of Education in the Curriculum Studies department. Dr Bishop-Swart holds a Bachelor of Arts degree in Education from the University of Pretoria, an Associate Diploma in Drama from Trinity College in London, a Masters in TESOL from Teachers College, Columbia University, through a Fulbright scholarship, and a PhD in Education Policy from Stellenbosch University, South Africa. She has more than 20 years local and international English Language and Literature teaching experience, and has taught across four continents, holding the positions of Head of English, Deputy Head of Academics and Lead Teacher Trainer. Her research interests include teacher education with a focus on teacher well-being, online learning environments (OLEs), reflective practice in education, and English as a Second/Additional language (ESL/EAL). Prior to her current role, she was the Intensive English Programme coordinator and lecturer at Stellenbosch University's Language Centre, working predominantly with international students intent on improving their English Language skills, managing six English Second Language (ESL) teachers across four English programmes (IEP, EAP, TESOL, IELTS).

Dr Conradie’s teaching and research explore the philosophical, ontological, and existential foundations of educational psychology and psychotherapeutic training. Her work examines how engagement with the arts, including literature and theatre, can cultivate reflective capacity, hermeneutic sensitivity, and existential awareness in emerging psychologists. Challenging the exclusively technical and diagnostic orientation of professional training, she advocates for a broader, meaning-centred approach that attends to the complexity, depth, and mystery of human existence. Central to her scholarship is the formation of the therapist as person, fostering an existentially receptive stance and a mode of therapeutic presence grounded in philosophical inquiry, aesthetic engagement, and onto-phenomenological awareness. As one of the few scholars in Africa working at the intersection of educational psychology, philosophy, and the arts, Dr Conradie seeks to contribute a distinctive South African perspective to this emergin

Nuraan Davids is Professor of Philosophy of Education and the Chair of the Department of Education Policy Studies in the Faculty of Education at Stellenbosch University. She is an NRF rated researcher, whose research interests include democratic citizenship education; Islamic philosophy of education; and philosophy of higher education. She was a fellow of the Center for Advanced Study in the Behavioral Sciences at Stanford University (2020 -2021). She is a Co-Editor of the Routledge series, World Issues in the Philosophy and Theory of Higher Education. She is the Co-Editor-in-Chief of the Journal of Education in Muslim Societies; Associate Editor of the South African Journal of Higher Education, and an Editorial Board Member of Ethics and Education. She is the recipient of a number of research and teaching awards, which includes the NRF Research Excellence Award for Female Emerging Researcher (2015); the Stellenbosch University Distinguished Teacher Award (2017); the CHE/HELTASA National Excellence in Teaching and Learning Commendation (2017); Stellenbosch University Research Excellence Award (2015, 2016, 2018, 2019, 2020; 2021); Stellenbosch University Media Thought Leader Award (2018, 2019); and Stellenbosch University Chancellor’s Award: Research (2020).