scholarly journals Book Review: "Balancing acts: The scholarship of teaching and learning in academic careers" by Mary Taylor Huber (2004)

2007 ◽  
Vol 1 (1) ◽  
Author(s):  
Joanna Renc-Roe
Keyword(s):  
Teaching And Learning ◽  
Academic Careers ◽  
Scholarship Of Teaching

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Faithfulness and fidelity across identities and contexts for SOTL in the global South

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
KC Lee ◽  
Zach Simpson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Work ◽  
New Zealand ◽  
Teaching And Learning ◽  
Global South ◽  
The Other ◽  
Scholarship Of Teaching ◽  
Aotearoa New Zealand

Issue 5.2 of SOTL in the South features four peer-reviewed articles, one reflective piece and one book review. The peer-reviewed articles include two articles about broader concerns related to the scholarship of teaching and learning in higher education, namely the discursive and negotiated work of producing SoTL work and the importance of considering diverse worldviews regarding research ethics. In addition, there are two detailed accounts of instances of SoTL, one from Lesotho, addressing the challenges facing students from rural contexts, and the other from South Africa, investigating the implementation of collaborative learning in a fourth-year social work classroom. The issue concludes with a reflection on an action-oriented workshop held in Aotearoa New Zealand aimed at increasing the number of Māori and Pasifika academics, and a review of The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South.

scholarly journals Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage.

2018 ◽  
Vol 2 (1) ◽  
pp. 145
Author(s):  
Muaaz Bhamjee
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Senior Lecturer ◽  
Scholarship Of Teaching ◽  
Higher Education Curriculum ◽  
Creative Commons ◽  
The University

Dr Muaaz Bhamjee, a senior lecturer at the University of Johannesburg's Faculty of Engineering and the Built Environment, reviews Disrupting higher education curriculum: undoing cognitive damage (2016) edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. How to cite this book review: BHAMJEE, Muaaz. Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage. Rotterdam: Sense Publishers. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 145-147, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=55   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Book Review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien

2020 ◽  
Vol 4 (2) ◽  
pp. 244
Author(s):  
Nan Catherine O'Sullivan ◽  
David Hakaraia
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Radical Change ◽  
African Art ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Critical Pedagogies ◽  
Art Design

In this review of Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien, book reviewers Nan O’Sullivan and David Hakaraia explain how this book casts light on discussion points, awkward conversations, skewed demographics and pathways to radical change in these disciplines in South Africa.   Keywords: Critical pedagogies, South Africa, Book review, Art design and architectureHow to cite this article:O’Sullivan, N.C. & Hakaraia, D. 2020. Book review: Standing Items: critical pedagogies in South African art, design and architecture, edited by Brenden Gray, Shashi Cullinan Cook, Tariq Toffa and Amie Soudien. Scholarship of Teaching and Learning in the South. 4(2): 244-247. https://doi.org/10.36615/sotls.v4i2.150.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas

2021 ◽  
Vol 5 (1) ◽  
pp. 144
Author(s):  
Sergio Celis
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
South African ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
African Higher Education ◽  
South African Higher Education ◽  
Nancy Fraser

In this review of Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas, book reviewer Sergio Celis discusses why this book is an invitation to reimagine our participation in the higher education field, as scholars, teachers, and citizens. Keywords: Nancy Fraser, Participatory parity, South Africa, Higher education, Book review How to cite ths article: Celis, S. 2021. Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas. Scholarship of Teaching and Learning in the South. 5(1): 144-148. DOI: 10.36615/sotls.v5i1.178. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Epistemic freedom in Africa: deprovincialization and decolonization by Sabelo J. Ndlovu-Gatsheni

2020 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Masixole Booi
Keyword(s):  
Social Justice ◽  
United Kingdom ◽  
Key Words ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Politics Of Knowledge

In this review of Sabelo J. Ndlovu-Gatsheni's Epistemic Freedom in Africa: Deprovincialization and Decolonization, Masixole Booi explains in detail how the book focuses on the history and politics of knowledge production and how Africa has been located on the marginal lines of such ‘knowledge production’.Key words: decolonisaiton, politics of knowledge, epistemic freedom, social justice, epistemic justiceHow to cite this article:Booi, M. 2020. Book review: Ndlovu-Gatsheni, S.J. 2018. Epistemic Freedom in Africa: Deprovincialization and Decolonization. Abingdon, United Kingdom: Routledge. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 89-96. April 2020. Available at:https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=143This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Kerfoot, C & Hyltenstam, K (eds.). 2017. Entangled discourses: South-North orders of visibility. Oxon: Routledge.

2018 ◽  
Vol 2 (2) ◽  
pp. 90
Author(s):  
Catherine Manathunga
Keyword(s):  
Teaching And Learning ◽  
Knowledge Systems ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

Catherine Manathunga reviews Caroline Kerfoot and Kenneth Hyltenstam’s Entangled discourses: South-North orders of visibility which “explores the multiple entanglements of Northern and Southern linguistic, cultural and knowledge systems”. As a historian, Manathunga believes this edited collection offers “fresh frameworks for a wide variety of disciplinary experts seeking to grapple with the complexities of contemporary globalisation, capitalism, colonialism and imperialism”.   How to cite this book review:MANATHUNGA, Catherine. Book review: Kerfoot, C & Hyltenstam, K (eds.) 2017. Entangled discourses: South-North orders of visibility. Oxon: Routledge. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 90-91, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=82&path%5B%5D=27   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Book review: Berman, KS. 2017. Finding voice: a visual arts approach to engaging social change. Ann Arbor: University of Michigan Press.

2019 ◽  
Vol 3 (1) ◽  
pp. 111
Author(s):  
Elizabeth Gunter
Keyword(s):  
Social Change ◽  
Visual Arts ◽  
Teaching And Learning ◽  
University Of Michigan ◽  
The South ◽  
Art Making ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Ann Arbor

In this review of Kim Berman's Finding voice: a visual arts approach to engaging social change, Elizabeth Gunter explains how art-making may play a role in bringing about social change and transcending institutional norms.   How to cite this book review: GUNTER, Elizabeth. Book review: Berman, KS. 2017. Finding voice: a visual arts approach to engaging social change. Ann Arbor: University of Michigan Press. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 111-112, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=103&path%5B%5D=37   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

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