The geopolitics of research in teaching and learning in the university in Latin America

2017 ◽  
Vol 1 (1) ◽  
pp. 4 ◽  
Author(s):  
Carolina Guzmán-Valenzuela
Keyword(s):  
Latin America ◽  
Latin American ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
The South ◽  
Creative Commons ◽  
The North ◽  
Research On Teaching ◽  
To Come ◽  
The University

Over recent decades, research and scholarship on teaching and learning in higher education have focused on (i) how to promote student learning in tertiary education through good teaching practices and (ii) on teaching and learning as an area of study of its own. However, there is a meta-component that needs to come into play: (iii) the geopolitics (de Sousa Santos 2014; Connell 2007) in which teaching and learning processes take place. In this paper, I take up this last aspect and offer a perspective on teaching and learning as geographically located in particular countries, focusing especially on the South and especially on Latin America. A search was conducted of papers on teaching and learning that were included in the Web of Science database, and produced by authors in Latin American universities, between 2000 and 2015. The findings show that the scholarly research on teaching and learning in mainstream journals is dynamic and growing in the region. However, it also shows that most of the academic productivity in the area draws on theories produced in the North and lacks a geopolitical perspective. These findings help to illuminate the challenges faced by researchers on teaching and learning in Latin America, and prompt reflection as to how to make more visible the knowledge produced in the South.   How to cite this article: GUZMÁN-VALENZUELA, Carolina. The geopolitics of research in teaching and learning in the university in Latin America. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 4-18, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=10>. 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/

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/

An Inter-American Episode

2017 ◽  
Author(s):  
Jeffrey Lawrence
Keyword(s):  
Latin America ◽  
Latin American ◽  
Pablo Neruda ◽  
Jose Marti ◽  
The South ◽  
American Reader ◽  
The North ◽  
Literary Theories ◽  
The Us

This chapter focuses on a paradigmatic misencounter between an American experiencer and a Latin American reader. Examining an implicit debate about the sources of Walt Whitman’s poetry and vision of the Americas, I argue that Waldo Frank, one of the twentieth century’s main literary ambassadors from the US to Latin America, positioned Whitman as the representative US writer whose antibookish experiential aesthetics could serve as a model for “American” writers both in the North and in the South. I show how Frank’s framework provided a foil for Borges’s idiosyncratic view that Whitman’s poetry about America derived entirely from his readings of European and US writers. Although much of the best scholarship on Whitman’s reception in Latin America has concentrated on poets like José Martí and Pablo Neruda, who adapted Whitman’s naturalism, I contend that Borges’s iconoclastic portrait of Whitman as a reader profoundly influenced a range of anti-experiential literary theories and practices in Latin America.

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/

scholarly journals Perspectives of postgraduate professors and students on internationalization and English language use at a university in the south of Brazil

2021 ◽  
Vol 5 (1) ◽  
pp. 6
Author(s):  
Eduardo Henrique Diniz de Figueiredo ◽  
Clarissa Menezes Jordão ◽  
Bryan Pissinini Antunes ◽  
Alan Emmerich ◽  
Thais Rodrigues Cons
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Use ◽  
The South ◽  
Postgraduate Students ◽  
Creative Commons ◽  
The Status ◽  
South Of Brazil ◽  
The University ◽  
Institutional Relationships

The aim of the present study is to understand how internationalization has been understood, lived, and discursively constructed by postgraduate students and faculty members at a publicly funded university in the south of Brazil. Through data generated using questionnaires and interviews (with 406 and 19 participants, respectively), we observed at this university that there are discrepancies between how student and faculty participation in the process of internationalization is perceived. We also identified inconsistencies in relation to the understandings of the role of foreign languages in this process. The results show that internationalization is conceptualized as the establishment of interpersonal, intercultural, and inter-institutional relationships (as defended by Martinez, 2017). They also point to two specific needs: a) for more student involvement in discussions over the internationalization process of the university; and b) for a plurilingual understanding of the status of English within this process. Key words: Internationalization, Higher Education, English language, Brazil, global South How to cite this article: de Figueiredo, E.H.D., Jordão, C.M., Antunes, B.P., Emmerich, A. & Cons, T.R. 2021. Perspectives of postgraduate professors and students on internationalization and English language use at a university in the south of Brazil. Scholarship of Teaching and Learning in the South. 5(1): 6-24. DOI: 10.36615/sotls.v5i1.158. 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 University education in the ‘global South’: issues, challenges, opportunities and musings on the future

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Rhonda Breit
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Dynamic Change ◽  
Global South ◽  
University Education ◽  
The South ◽  
University Leadership ◽  
Academic Leaders ◽  
Creative Commons ◽  
The Future

In this editorial, issue editor Rhonda Breit introduces the five peer-reviewed articles and three thoughtful and engaging reflections in the sixth issue of the SOTL in the South journal. These papers provide insights into how universities in the 'global South' are claiming a unique space in tertiary education: a space that responds to context, a space that is responsive to dynamic change and a space that values diversity and tradition. In addition, the editorial asks what sort of university leadership is needed in order to bring the global South in from the margins. Breit includes three reflections on leadership from academic leaders working in the global South that discuss how its universities are responding to disturbances and adapting to changing ecologies.    How to cite this editorial:  BREIT, Rhonda Alain. University education in the ‘global South’: issues, challenges, opportunities and musings on the future. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 1-9, Sept. 2019.  Available at:   https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=118&path%5B%5D=43   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: Burke, PJ, Crozier, G and Misiaszek, LI. 2017. Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London: Routledge.

2017 ◽  
Vol 1 (1) ◽  
pp. 114
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
The South ◽  
Scholarship Of Teaching ◽  
Book Series ◽  
Creative Commons ◽  
The University

South African researcher Zach Simpson of the University of Johannesburg reviews the book Changing pedagogical spaces in Higher Education: diversity, inequalities and misrecognition by Penny Jane Burke, Gill Crozier and Lauren Ila Misiaszek. This book was published by the Society for Research in Higher Education (SRHE), in partnership with Routledge, an imprint of Taylor and Francis, for the SRHE Book Series.   How to cite this book review: SIMPSON, Zachary. Book review: Burke, PJ, Crozier, G and Misiaszek, LI. 2017. Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London: Routledge. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 114-116, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=17>. 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/

Leadership Training in Latin America

1993 ◽  
Vol 7 (1) ◽  
pp. 15-17
Author(s):  
Alice B. Lentz
Keyword(s):  
Latin America ◽  
Latin American ◽  
Leadership Training ◽  
Developing Economies ◽  
Business Leaders ◽  
Private Higher Education ◽  
Enterprise Growth ◽  
The University ◽  
Latin American Countries

Alice Lentz offers a brief view of the role of the Americas Fund for Independent Universities (AFIU) in relation to significant initiatives in various Latin American countries. In a region where the function and development of private higher education institutions is especially important, the focus of the AFIU's activities is on private universities' ability to provide trained business leaders with the skills necessary to meet the challenges of enterprise growth in these developing economies. She mentions in particular the strengthening of financing capabilities within the university, and the evolution of three-way partnerships among business corporations, AFIU, and universities in Latin America.

Book Review of Teaching and Learning with Technology: Pushing boundaries and breaking down walls

Open Praxis ◽  
2020 ◽  
Vol 12 (4) ◽  
pp. 569
Author(s):  
Ramesh Chander Sharma
Keyword(s):  
Teaching And Learning ◽  
South Pacific ◽  
The South ◽  
The University ◽  
Learning With Technology

Book review of Teaching and Learning with Technology: Pushing boundaries and breaking down walls, edited by Som Naidu and Sharishna Narayan and published in 2020 by The University of the South Pacific Press.

scholarly journals Influencia supranacional de la UNESCO en la educación superior Latinoamericana

2020 ◽  
pp. 63
Author(s):  
Ricardo Gaete Quezada
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Social Responsibility ◽  
Latin American ◽  
Common Good ◽  
Tertiary Education ◽  
Comparative Method ◽  
International Institute ◽  
American Higher Education ◽  
The Caribbean

Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region. 

Chile, Spain and Latin America: The Right of Asylum at the Onset of the Second World War

1990 ◽  
Vol 22 (1-2) ◽  
pp. 353-374 ◽  
Author(s):  
Jean Grugel ◽  
Monica Quijada
Keyword(s):  
Latin America ◽  
Latin American ◽  
Second World War ◽  
Popular Front ◽  
World War ◽  
Franco Regime ◽  
To Come ◽  
The Right ◽  
Nationalist Government ◽  
Second World

In December 1938 an alliance of the Radical, Communist and Socialist parties took office in Chile, the first Popular Front to come to power in Latin America. A few months later, in Spain, the Nationalist forces under Generalísimo Franco occupied Madrid, bringing an end to the civil war. Shortly after, a serious diplomatic conflict developed between Spain and Chile, in which most of Latin America gradually became embroiled. It concerned the fate of 17 Spanish republicans who had sought asylum in the Chilean embassy in the last days of the seige of Madrid, and culminated in July 1940 when the Nationalist government broke off relations with Chile. Initially, the issue at the heart of the episode was the right to political asylum and the established practice of Latin American diplomatic legations of offering protection to individuals seeking asylum (asilados). The causes of the conflict, however, became increasingly obscured as time went on. The principles at stake became confused by mutual Spanish– Chilean distrust, the Nationalists' ideological crusade both within Spain and outside and the Chilean government's deep hostility to the Franco regime, which it saw as a manifestation of fascism. The ideological gulf widened with the onset of the Second World War. This article concentrates primarily, although not exclusively, on the first part of the dispute, April 1939–January 1940. In this period asylum, which is our main interest, was uppermost in Spanish–Chilean diplomatic correspondence.

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