scholarly journals Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies

2020 ◽  
Author(s):  
Meegan Hall ◽  
P Adds ◽  
Michael Ross ◽  
P Borell
Keyword(s):  
New Zealand ◽  
Literature Review ◽  
Indigenous Knowledge ◽  
Teaching And Learning ◽  
Threshold Concepts ◽  
Irreversible Change ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

There are Māori studies programmes in all eight New Zealand universities and thousands of Māori studies students enrol each year. However, little research has been done on the scholarship of teaching and learning (SOTL) within the Māori studies discipline. This article investigates, through the process of an integrative literature review, the potential to apply the theory of threshold concepts (Meyer & Land 2006) – the idea that there is a set of transformational concepts that can unlock understanding in any discipline – to the Māori studies discipline. It highlights issues that arise in applying threshold concepts to a relatively new discipline that centres Indigenous knowledge and practices. The transformative elements of Māori studies and the irreversible change that Western epistemologies have caused to Māori studies’ knowledge are discussed. The bounded aspect of Māori studies is canvased, as well as the ability of Māori studies to integrate with other cognate disciplines. The troublesome nature of Māori studies content is explored, along with the discursive elements of its formal and coded curricula. Also, the idea of liminality is examined, as a way to demarcate the academic territory of Māori studies and clarify the curriculum. Ultimately, many questions emerge in this article but also opportunities to advance the SOTL research in both threshold concepts as a theory and Māori studies as a discipline.   How to cite this article: HALL, Meegan; ADDS, Peter; ROSS, Mike; BORELL, Phillip. Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 91-107, sep. 2017. Available at: . 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 Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies

2020 ◽  
Author(s):  
Meegan Hall ◽  
P Adds ◽  
Michael Ross ◽  
P Borell
Keyword(s):  
New Zealand ◽  
Literature Review ◽  
Indigenous Knowledge ◽  
Teaching And Learning ◽  
Threshold Concepts ◽  
Irreversible Change ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

There are Māori studies programmes in all eight New Zealand universities and thousands of Māori studies students enrol each year. However, little research has been done on the scholarship of teaching and learning (SOTL) within the Māori studies discipline. This article investigates, through the process of an integrative literature review, the potential to apply the theory of threshold concepts (Meyer & Land 2006) – the idea that there is a set of transformational concepts that can unlock understanding in any discipline – to the Māori studies discipline. It highlights issues that arise in applying threshold concepts to a relatively new discipline that centres Indigenous knowledge and practices. The transformative elements of Māori studies and the irreversible change that Western epistemologies have caused to Māori studies’ knowledge are discussed. The bounded aspect of Māori studies is canvased, as well as the ability of Māori studies to integrate with other cognate disciplines. The troublesome nature of Māori studies content is explored, along with the discursive elements of its formal and coded curricula. Also, the idea of liminality is examined, as a way to demarcate the academic territory of Māori studies and clarify the curriculum. Ultimately, many questions emerge in this article but also opportunities to advance the SOTL research in both threshold concepts as a theory and Māori studies as a discipline.   How to cite this article: HALL, Meegan; ADDS, Peter; ROSS, Mike; BORELL, Phillip. Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 91-107, sep. 2017. Available at: . 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 Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies

2017 ◽  
Vol 1 (1) ◽  
pp. 91
Author(s):  
Meegan Hall ◽  
Peter Adds ◽  
Mike Ross ◽  
Phillip Borell
Keyword(s):  
New Zealand ◽  
Literature Review ◽  
Indigenous Knowledge ◽  
Teaching And Learning ◽  
Threshold Concepts ◽  
Irreversible Change ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

There are Māori studies programmes in all eight New Zealand universities and thousands of Māori studies students enrol each year. However, little research has been done on the scholarship of teaching and learning (SOTL) within the Māori studies discipline. This article investigates, through the process of an integrative literature review, the potential to apply the theory of threshold concepts (Meyer & Land 2006) – the idea that there is a set of transformational concepts that can unlock understanding in any discipline – to the Māori studies discipline. It highlights issues that arise in applying threshold concepts to a relatively new discipline that centres Indigenous knowledge and practices. The transformative elements of Māori studies and the irreversible change that Western epistemologies have caused to Māori studies’ knowledge are discussed. The bounded aspect of Māori studies is canvased, as well as the ability of Māori studies to integrate with other cognate disciplines. The troublesome nature of Māori studies content is explored, along with the discursive elements of its formal and coded curricula. Also, the idea of liminality is examined, as a way to demarcate the academic territory of Māori studies and clarify the curriculum. Ultimately, many questions emerge in this article but also opportunities to advance the SOTL research in both threshold concepts as a theory and Māori studies as a discipline.   How to cite this article: HALL, Meegan; ADDS, Peter; ROSS, Mike; BORELL, Phillip. Understanding the uncomfortable kōkako: the challenge of applying threshold concepts in Māori studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 91-107, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=15>. 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 Socially just pedagogies: perspectives from the ‘global south’

2018 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Amanda Hlengwa ◽  
Kibashini Naidoo
Keyword(s):  
South Africa ◽  
New Zealand ◽  
Teaching And Learning ◽  
Global South ◽  
The South ◽  
Double Blind ◽  
Scholarship Of Teaching ◽  
Creative Commons

In their editorial for this third issue of SOTL in the South, Amanda Hlengwa and Kibashini Naidoo contextualise the papers in relation to socially just pedagogies in the ‘global south'. The articles in this issue focus on the scholarship of teaching and learning in 'southern' contexts such as New Zealand, South Africa, Botswana and Chile, and were double-blind peer-reviewed by local and international reviewers.   How to cite this editorial: HLENGWA, Amanda; NAIDOO, Kibashini. Editorial: Socially just pedagogies: perspectives from the ‘global south’. Scholarship of Teaching and Learning in the South. v. 2, n. 2, p. 1-3, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=83&path%5B%5D=23   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: 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 Theory as a verb: working with dilemmas in educational development

2018 ◽  
Vol 2 (1) ◽  
pp. 129
Author(s):  
Lynn Coleman ◽  
Lucia Thesen
Keyword(s):  
Teaching And Learning ◽  
Meaning Making ◽  
Educational Development ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

In this reflective piece, Lynn Coleman and Lucia Thesen explore dilemmas of practice and theory in light of the contested nature of knowledge and meaning-making in educational development. How to cite this reflective piece: COLEMAN, Lynn; THESEN; Lucia. Reflective piece: theory as a verb: working with dilemmas in educational development. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 129-135, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=53   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 Teaching and learning research in higher education in Colombia: a literature review

2019 ◽  
Vol 3 (2) ◽  
pp. 10
Author(s):  
Alison Kay Reedy ◽  
María Lucía Guerrero Farías
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Teaching And Learning ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Teaching And Learning Research ◽  
Global North ◽  
Learning Research ◽  
Nature Of Teaching

This paper presents a systematic review of the extent and nature of teaching and learning research in higher education in Colombia over the past two decades and shines light on a body of literature from the South that has been relatively invisible on the global stage. The study found that the volume of SOTL taking place in higher education in Colombia is greater than indicated by previous research, but is taking place unevenly across the higher education landscape. This paper explores the challenges faced by Colombian scholars in engaging in and publishing teaching and learning research. The findings show that while teaching and learning research is happening in higher education in Colombia there are major issues in identifying and locating that research due to a lack of consistent terminology to describe SOTL. The findings also show that the nature of research emerging from Colombia is highly aligned with the global North in terms of methods, methodologies and themes. This paper concludes with recommendations on how to make Colombian learning and teaching research more visible and to reflect to a greater extent the diversity and richness in teaching and learning that takes places in Colombia.   How to cite this article:  REEDY, Alison Kay; GUERRERO FARÍAS; María Lucía. Teaching and learning research in higher education in Colombia: a literature review. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 10-30, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=113&path%5B%5D=44  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 Emerging response-abilities: a reflection on the 2019 SOTL in the South conference

2020 ◽  
Vol 4 (1) ◽  
pp. 69
Author(s):  
Shashi Cullinan Cook
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Context ◽  
The South ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Fourth Industrial Revolution ◽  
University Of Technology

The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine Manathunga. In this piece I reflect on the conference and identify some of the narratives that emerged from it. I share some of the discussions by keynote speakers and presenters which help to expand discourses on the interconnectedness of decolonisation, and economic, social and environmental justice, and I explain why I look to ‘Southern SOTL’ for guidance in negotiating contradictions in my teaching and learning context. In this piece I consider the response-abilities of higher educators to contribute to these urgent matters.Key words: SOTL in the South, research in teaching and learning, global South, north-south, decolonisation, 4IR, fourth industrial revolution, response-abilityHow to cite this article:Cullinan Cook, S. 2020. Emerging response-abilities: a reflection on the 2019 SOTL in the South conference. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 69-85. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=135This 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/

scholarly journals “Untitled XI”

2019 ◽  
Vol 3 (2) ◽  
pp. 102
Author(s):  
Clelia O Rodríguez
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
The South ◽  
Historical Injustice ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Peaceful Resolution

Clelia Rodríguez’s powerful piece speaks of pain – the pain incurred through historical injustice; the pain of disconnection, invisibility and division – the pain of the hopeful living in a world of helplessness and disconnected pedagogies. Her message is clear: tertiary education must change in order to support peaceful resolution of conflict, and to value and help preserve our precious environment.   How to cite this reflective piece:  RODRÍGUEZ, Clelia; “Untitled XI”. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 102-109, Sept. 2019. Available at:  https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=119&path%5B%5D=49   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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