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: 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 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/

Decolonising higher education: creating space for Southern knowledge systems

2020 ◽  
Vol 4 (1) ◽  
pp. 4 ◽  
Author(s):  
Catherine Manathunga
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Knowledge Systems ◽  
Academic Disciplines ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Indigenous Knowledge Systems ◽  
Teaching Learning ◽  
Deep Listening

The complexity and scale of the globe’s current environmental and social problems requires genuine dialogue between all the world’s diverse knowledge systems. At present, despite decades of postcolonial, Indigenous and feminist research, higher education remains dominated by Northern, scientific knowledge. Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore calls for what de Sousa Santos calls ‘epistemic justice’. If we are to generate genuinely democratic approaches to knowledge production in higher education, a great deal of work needs to be done to decolonise teaching, learning and research in higher education. Decolonising higher education involves creating space for Southern knowledge systems. In this paper, I draw upon postcolonial/decolonial theories and historical transcultural understandings of deep, slow, ancient time to make a case for the importance of creating space for Southern, transcultural and Indigenous knowledge systems. I illustrate that decolonisation requires both quiet and gentle reflection as well as deep listening and courageous radical action. Finally, I highlight instances of what de Sousa Santos terms the sociology of emergences, within doctoral education from the global South.Key words:decoloniing higher educaiton, sociologies of emergence, global South, epistomologies of the South, Southern theoryHow to cite this article:Manathunga, C. 2020. Decolonising higher education: creating space for Southern knowledge systems. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 4-25. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=138This 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/  

scholarly journals Book review: Rodriguez, CO. 2018. Decolonizing academia – poverty, oppression and pain. Nova Scotia: Fernwood.

2019 ◽  
Vol 3 (1) ◽  
pp. 113
Author(s):  
Naiefa Rashied
Keyword(s):  
Higher Education ◽  
Nova Scotia ◽  
Teaching And Learning ◽  
First Person ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons

Naeifa Rashied argues that Clelia Rodriguez' book Decolonizing academia - poverty, oppression and pain "does a lot more than reflect on curriculum. Its unconventional, poetic, first-person tone highlights injustices experienced from all angles in higher education which makes it a valuable read".   How to cite this book review: RASHIED, Naiefa. Book review: Rodriguez, CO. 2018. Decolonizing academia – poverty, oppression and pain. Nova Scotia: Fernwood. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 113-114, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=104&path%5B%5D=38   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/

scholarly journals Book review: Decolonization and Feminisms in Global Teaching and Learning, edited by Sara de Jong, Rosalba Icaza, and Olivia U. Rutazibwa

2020 ◽  
Vol 4 (2) ◽  
pp. 235
Author(s):  
Joséphine Foucher
Keyword(s):  
Teaching And Learning ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Feminist Thought ◽  
Epistemic Justice ◽  
Critical Pedagogies

In this review of Decolonization and Feminisms in Global Teaching and Learning edited by Sara de Jong, Rosalba Icaza and Olivia U. Rutazibwa, book reviewer Joséphine Foucher explains how this book serves as a compelling resource and toolbox for adopting decolonial and feminist thought in the development of critical pedagogies.   Keywords: Decolonization, Feminisms, Epistemic justice, Praxis, Critical pedagogyHow to cite this article:Foucher, J. 2020. Book review: Decolonization and Feminisms in Global Teaching and Learning, edited by Sara de Jong, Rosalba Icaza, and Olivia U. Rutazibwa. Scholarship of Teaching and Learning in the South. 4(2): 235-238. https://doi.org/10.36615/sotls.v4i2.146.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 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/

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