scholarly journals Curbing Inequality Through Decolonising Knowledge Production in Higher Education in South Africa

2018 ◽  
Vol 39 (1) ◽  
pp. 53-80 ◽  
Author(s):  
Leon Mwamba Tshimpaka
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Knowledge Production

Fighting for Relevance

2021 ◽  
pp. 1-23
Author(s):  
Nombulelo Tholithemba Shange
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Knowledge Production ◽  
Western Medicine ◽  
Formal Education ◽  
Black People ◽  
Knowledge Systems ◽  
Medicinal Uses ◽  
African Languages ◽  
Revolutionary Movements

South Africa's recent higher education protests around fees and decolonizing institutions have shone a spotlight on important issues and have inspired global discussion. We witnessed similar resistance during apartheid, where African languages and ideas were limited. The educational space was the most affected by clashes between languages and ideas; we saw this in the prioritizing of English and Afrikaans over indigenous African languages and the prioritizing of Western medicine, literature, arts, culture, and science over African ones. This chapter will show how formal education and knowledge production in South Africa has been used as a tool to repress Black people, while discrediting their knowledge systems. This discussion will draw from impepho, which is rejected by Christians because its main use is for communicating with ancestors. The herb has many other medicinal uses, but it is still rejected. African practices are used and revitalized by AIC like the Shembe Church and revolutionary movements like FMF.

Nico Cloete, Peter Maassen and Tracy Bailey (eds) (2015) Knowledge Production and Contradictory Functions in African Higher Education

2016 ◽  
Vol 9 (1) ◽  
pp. 101-111
Author(s):  
Sintayehu Kassaye Alemu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Knowledge Production ◽  
Cape Town ◽  
African Higher Education

Nico Cloete, Peter Maassen and Tracy Bailey (eds) (2015) Knowledge Production and Contradictory Functions in African Higher Education Cape Town, South Africa: African Minds, 295 pp., ISBN: 978-1-920677-85-5.

Opening the wound: Receptions and readings of Inxeba in South Africa

2020 ◽  
Vol 12 (2-3) ◽  
pp. 177-189
Author(s):  
Susan Levine
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Media ◽  
Foreign Language ◽  
Black Students ◽  
South African ◽  
Knowledge Production ◽  
Multiple Forms ◽  
The Relationship

This reading of Inxeba (2017) foregrounds the relationship between the #RhodesMustFall and #FeesMustFall movements in South Africa with the theme of wounding as an enduring social affliction in a country caught up in the midst of redefining itself after apartheid. Overtly narrated in the telling of Inxeba (2017) is the striking, amplified distinction between tradition and modernity among isiXhosa. Indeed, the polarized reception of the film among South African audiences shone a light on the slow burn of this most enduring trope. At universities across the country, Black students called for an end to the symbols of imperialist and colonialist White domination, as well as the desire to decolonize higher education by redressing Eurocentric canons of knowledge production. On the heels of the #Fallist movements, a White director makes a film about Xhosa initiation, and folds into this story a tale of homoerotic love. Notwithstanding the film’s official entry for best foreign language film at the Oscars, multiple forms of wounding came quick and heated upon the showcasing of the film’s trailer on social media. Film: Inxeba (English: The Wound): 2017 South African drama Director: John Trengove Language: Xhosa Cast: Niza Jay Ncoyini as Kwanda Nakhane Touré as Xolani Bongile Mantsai as Vija

Internationalization in Higher Education in Russia: Challenges, Lessons and Prospects of Collaboration with Vietnam

2017 ◽  
Vol 33 (2) ◽  
Author(s):  
Natalia Kraevskaia
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Knowledge Production ◽  
Professional Training ◽  
National Interests ◽  
International Networks ◽  
International Dimension ◽  
Main Factors ◽  
Internationalization In Higher Education ◽  
New Strategies

The article addresses the needs of educational system in context of rapidly developing globalization and explores internationalization of higher education as one of the main factors which contributes to integration of international dimension to professional training at universities. Different components and strategies of internationalization, such as strong collaboration in teaching, internationalization of the curriculum, cooperation in researches and knowledge production, students and professors’ mobility, and participation in international networks are analyzed in connection to education reform in Russia. The article provides the comparison of internationalization policies in Russian and Vietnamese education systems, argues that innovations in higher education should be adjusted to the national interests, traditions and mentality and finally describes new strategies in collaboration of Russia and Vietnam in the field of education.  

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Challenges Posed by Information and Communication Technologies (ICT) for South African Higher Education Institutions

10.28945/2679 ◽  
2003 ◽  
Author(s):  
ME Herselman ◽  
HR Hay
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Driving Forces ◽  
Higher Education Institutions ◽  
Communication Technologies ◽  
Revolutionary Change ◽  
Information And Communication ◽  
Teaching Learning

Information and Communication Technologies (ICT) are the major driving forces of globalised and knowledge-based societies of a new world era. They will have a profound impact on teaching and learning for two decades to come. The revolutionary change which is taking place in Information and Communication Technologies (ICTs), has dramatic effects on the way universities carry out their functions of teaching, learning and research, particularly on the creation, dissemination and application of knowledge. These developments pose unprecedented challenges to higher education institutions (HEIs) in developing countries particular in South Africa as South Africa is viewed as the leading country on the continent.

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