scholarly journals Slow Scholarship: Propositions for the Extended Curriculum Programme

2022 ◽  
Vol 25 ◽  
Author(s):  
Vivienne Bozalek
Keyword(s):  
Higher Education ◽  
South African ◽  
New Materialism ◽  
Academic Disciplines ◽  
Slow Movement ◽  
Relational Ontology ◽  
African Higher Education ◽  
Market Driven ◽  
The Right ◽  
South African Higher Education

Higher education has been deeply affected by neoliberalism and corporatisation, with their emphasis on efficiency, competitiveness and valorisation of quantity over quality. This article argues that in the context of South African higher education, and in the Extended Curriculum Programme (ECP) more particularly, such commodification of education is problematic. The article explores what the Slow movement has to offer ECP in terms of scholarship. It seeks to answer the question: How might ECP be reconfigured using Slow imaginaries? Various academic disciplines and practices have incorporated Slow philosophy to develop alternative ways of doing academia; however, it has hitherto not been considered for programmes such as ECP. This article approaches Slow pedagogy for ECP using posthuman and feminist new materialist sensibilities that are predicated on a relational ontology. The article puts forward the following 10 propositions for a Slow scholarship in ECP using ideas from posthumanism and feminist new materialism: practice attentiveness through noticing, engage in responsible relations, diffract rather than reflect (thinking together affirmatively), render each other capable, enable collective responsiveness, explore creatively, making thoughts and feelings possible, enact curiosity, ask the right questions politely, foreground process rather than product, and create conditions for trust by wit(h)nessing. It is argued that by practising Slow scholarship with these propositions, ECPs might resist market-driven imperatives that characterise contemporary academia.

Covid-19: Interdisciplinary Explorations of Impacts on Higher Education

2021 ◽  
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Academic Disciplines ◽  
Research And Innovation ◽  
Innovation Activities ◽  
African Higher Education ◽  
Production Knowledge ◽  
South African Higher Education ◽  
The Impact

Premised on the disruption and lessons learnt from the Covid-19 pandemic, and in meticulous response to the impact of the pandemic on higher education – especially in South Africa – this collection of chapters spotlights the effects, consequences, and ramifications of an unprecedented pandemic in the areas of knowledge production, knowledge transfer and innovation. With the pandemic, the traditional way of teaching and learning was completely upended. It is within this context that this book presents interdisciplinary perspectives that focus on what the impact of Covid-19 implies for higher education institutions. Contributors have critically reflected from within their specific academic disciplines in their attempt to proffer solutions to the disruptions brought to the South African higher education space. Academics and education leaders have particularly responded to the objective of this book by focusing on how the academia could tackle the Covid-19 motivated disruption and resuscitate teaching, research, and innovation activities in South African higher education, and the whole of Africa by extension.

“You Can’t Solve a Problem Until You Ask the Right Question”: Positioning Afrocentric Learning Communities in the Post #FeesMustFall Context

2019 ◽  
Vol 41 (1) ◽  
Author(s):  
Curwyn Mapaling ◽  
Ronelle Plaatjes
Keyword(s):  
Higher Education ◽  
Learning Communities ◽  
South African ◽  
Collective Identity ◽  
African Students ◽  
African Identity ◽  
African Higher Education ◽  
The Right ◽  
South African Higher Education ◽  
Ways Of Being

Higher education in South Africa is in an era that demands a new lens and theoretical clarity to inform how we grow the collective identity of 21st century African students with a framework that is grounded in the following two questions, “Who am I/are we in this context and how can I/we contribute to the knowledge base in higher education?” Through this paper, we would like to position the conversation by addressing theoretical aspects of a humanising pedagogy, Afrocentricity and Ubuntu, within South African higher education learning communities. We argue in this positional paper that a Relational Centred Framework for Afrocentric Learning Communities will add to the complexity of the search for our African identity, also referred to as African ways of being, in higher education, especially for South African students in the post #FeesMustFall context.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

WIDENING OF ACCESS IN SOUTH AFRICAN HIGHER EDUCATION INSTITUTIONS: IMPLICATIONS FOR TEACHING AND LEARNING

2017 ◽  
Vol 73 (11) ◽  
Author(s):  
Khashane Stephen Malatji ◽  
Justice Makhanikhe ◽  
Luyanda Marhaya ◽  
Newman Wadesango
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
African Higher Education ◽  
South African Higher Education
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