scholarly journals Faculty and Student Experiences of Curriculum Reform: A Case Study of the Chemical Engineering Program at the University of Cape Town

2020 ◽  
Author(s):  
Hilton Heydenrych ◽  
Jennifer Case
Keyword(s):  
Curriculum Reform ◽  
Chemical Engineering ◽  
Cape Town ◽  
Student Experiences ◽  
Engineering Program ◽  
University Of Cape Town ◽  
The University

scholarly journals Enabling disability inclusive practices within the University of Cape Town curriculum: A case study

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Chioma Ohajunwa ◽  
Judith Mckenzie ◽  
Theresa Lorenzo
Keyword(s):  
Service Learning ◽  
Ad Hoc ◽  
Academic Staff ◽  
Cape Town ◽  
Instrumental Case Study ◽  
Study Approach ◽  
Socially Responsive ◽  
University Of Cape Town ◽  
The University

Background: Disability inclusion in the curricula of higher education institutions contributes to socially responsive graduates with a capacity to address the cross-cutting issue of disability in development. This article discusses a study conducted at the University of Cape Town (UCT), South Africa, to explore disability inclusion. Methodology: An instrumental case study approach was adopted and a thematic analysis of data was done. Findings: Academic staff found a variety of ways to include disability, such as discussions in class, practice and service learning, but mainly as part of disciplinary requirements. Including disability as an issue of social justice stems mostly from the personal interest of staff, and is done in an ad hoc manner. Conclusion: Disability should be valued, and integrated into the curriculum in a structured manner as a perspective on diversity with which to interrogate our beliefs about ourselves and society. Theorising on disability is needed, as well as the unique perspectives that emerge across interdisciplinary boundaries, especially within the African context.

Double Thoughts

2018 ◽  
Author(s):  
Andrew Dean
Keyword(s):  
Literary Criticism ◽  
Jacques Derrida ◽  
Postcolonial Theory ◽  
Cape Town ◽  
Literary Texts ◽  
Paul De Man ◽  
Literature And Philosophy ◽  
De Man ◽  
University Of Cape Town ◽  
The University

Coetzee’s interest in destabilizing the boundaries of literature and philosophy is most evident in later fictions such as Elizabeth Costello. But as Andrew Dean argues in this chapter, this interest in moving across boundaries in fact originates much earlier, in Coetzee’s quarrel with the institutions and procedures of literary criticism. Coetzee used the occasion of his inaugural professorial lecture at the University of Cape Town (Truth and Autobiography) to criticize the assumption that literary criticism can reveal truths about literature to which literary texts are themselves blind. Influenced in part by such figures as Jacques Derrida and Paul de Man, Coetzee posed a series of challenging questions about the desires at stake in the enterprise of literary criticism. Developing these thoughts, Dean explores the way in which Coetzee’s earlier fiction, including such texts as Foe (1986), is energized by its quarrelsome relationship with literary criticism and theory, especially postcolonial theory.

The Many Racial Effigies of Sara Baartman

2017 ◽  
Vol 58 (3) ◽  
pp. 275-299 ◽  
Author(s):  
Kellen Hoxworth
Keyword(s):  
South African ◽  
Cape Town ◽  
Racial Oppression ◽  
Black Paint ◽  
African Students ◽  
The Many ◽  
University Of Cape Town ◽  
The University

Six African students enact a somber, silent dance. They stage a series of striking images at the base of South African artist Willie Bester's sculptureSara Baartman, in the Chancellor Oppenheimer Library at the University of Cape Town (UCT). Their faces and bodies smeared with black paint, the students articulate their protest ofSara Baartmanin explicitly racial terms, aligning their critiques of economic, colonial, and racial oppression under the sign of blackness.

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