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/  

scholarly journals Introduction to the special issue

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Zach Simpson ◽  
Peter Looker
Keyword(s):  
South Africa ◽  
Peer Review ◽  
Teaching And Learning ◽  
Editorial Introduction ◽  
Special Issue ◽  
The South ◽  
Double Blind ◽  
Scholarship Of Teaching ◽  
Creative Commons

Dr Zach Simpson and Prof Peter Looker, the editors of this second, special issue of SOTL in the South, contextualise the papers in the issue in relationship to one another. These articles were select for double-blind peer-review and publication after being presented at the SOTL in the South conference in July 2017 in Johannesburg, South Africa. How to cite this editorial: SIMPSON, Zach; LOOKER, Peter. Editorial: introduction to the special issue. Scholarship of Teaching and Learning in the South.  v. 2, n. 1, p. 1-3, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=52   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 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 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 Internationalisation and the global South

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sergio Celis ◽  
Carolina Guzmán-Valenzuela
Keyword(s):  
Key Words ◽  
Teaching And Learning ◽  
Global South ◽  
Intercultural Education ◽  
Special Issue ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Political Dimensions

This special issue of SOTL in the South tackles the internationalisation of the scholarship of teaching and learning in the global South. In examining internationalisation as a means of driving globalisation, there is a group of forces that work together in a complex intersection that involve financial, military, environmental, migratory, technological, cultural, and political dimensions (Giddens, 1990). Many of these global forces are driven by commercial aims and flow from post-capitalism. In this context, this special issue portrays the struggles of conceiving and enacting internationalisation on campuses in the global South. These struggles are increasingly part of universities, yet this special issue also shows how Southern responses to internationalisation emerge from these struggles and project new practices inspired by the idea of intercultural education. Key words: Internationalisation, global South, Globalisation, Scholarship of teaching and learning, Special issue How to cite this article: Celis, S. & Guzmán-Valenzuela, C. 2021. Internationalisation and the Global South. Scholarship of Teaching and Learning in the South. 5(1): 1-5. DOI: 10.36615/sotls.v5i1.179. 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: 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 Decolonising the curriculum: Southern interrogations of time, place and knowledge

2018 ◽  
Vol 2 (1) ◽  
pp. 95
Author(s):  
Catherine Manathunga
Keyword(s):  
South Africa ◽  
Teaching And Learning ◽  
Knowledge Exchange ◽  
Theoretical Work ◽  
Feminist Research ◽  
Academic Disciplines ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
University Curriculum ◽  
International Scholarship

Despite decades of postcolonial, Indigenous and feminist research, dominant Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore geopolitical power struggles over knowledge. This has taken on a particular urgency in South Africa since the #RhodesMustFall and #FeesMustFall student campaigns beginning in 2015. The international Scholarship of Teaching and Learning (SOTL) field has only begun to grapple with the implications of Southern theory for teaching and learning. In this article, I focus on Southern interrogations about time, place and knowledge and what they offer us in terms of decolonising the curriculum and southernising SOTL. I apply these theoretical resources to the need to trouble taken-for-granted knowledge hierarchies between Northern and Southern knowledge and argue for a truly dialogic knowledge exchange and redistribution of epistemological privilege. I illustrate how these theoretical resources can be applied to the site of intercultural postgraduate supervision and conclude by extrapolating the implications of this theoretical work to efforts to decolonise the undergraduate and postgraduate university curriculum. How to cite this article: MANATHUNGA, Catherine. Decolonising the curriculum: Southern interrogations of time, place and knowledge. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 95-111, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&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/

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