scholarly journals Decolonizing nature/knowledge: indigenous environmental thought and feminist praxis

2019 ◽  
Vol 3 (1) ◽  
pp. 77
Author(s):  
Nosheen Ali ◽  
Binish Samnani ◽  
Abdul Wali Khan ◽  
Najmi Khatoon ◽  
Barkat Ali ◽  
...  
Keyword(s):  
Environmental Education ◽  
Teaching And Learning ◽  
Educational Development ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Graduate Seminar ◽  
Environmental Thought ◽  
Spiritual Intimacy ◽  
Indigenous Thought ◽  
Collaborative Article

This faculty-student collaborative article is a result of a graduate seminar on ‘Environmental Education’ taught at the Aga Khan University’s Institute for Educational Development in Karachi, and it illuminates new perspectives and pedagogies of nature from the global South, specifically South Asia. Drawing inspiration from feminist and indigenous thought, the narratives of ecology shared here center the place of emotions, experience, memory and spiritual intimacy, offering one means of decolonizing environmental studies and expanding our understanding of ‘environmental consciousness’. These narratives defy ontologies of nature-human separation, capturing not just the co-existence of animals, spirits and humans but their co-constitution. Such indigenous ecologies of knowledge and wisdom, we argue, offer a timely corrective to fragmented and exploitative constructions of the natural environment as mere resource, pleasure, or commodity, while providing a profound, alternative basis for a richly layered, spirited, environmental education.   How to cite this article:  ALI, Nosheen; SAMNANI, Binish; WALI KHAN, Abdul; KHATOON, Najmi; ALI, Barkat; ASFUNDYAR, Sadia; ASLAM, Muhammad; AMIRALI, Sumaira. Decolonizing nature/knowledge: indigenous environmental thought and feminist praxis. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 77-91, Apr. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=80&path%5B%5D=36   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/  

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/

Structures and Considerations for SoTL Educational Development

2020 ◽  
pp. 43-59
Author(s):  
Jennifer C. Friberg ◽  
Lauren Scharff
Keyword(s):  
Organizational Structure ◽  
Teaching And Learning ◽  
Educational Development ◽  
Colleges And Universities ◽  
Scholarship Of Teaching ◽  
The World

Colleges and universities around the world share a broad focus on education. However, unique characteristics and priorities across institutions may lead to vastly different educational development opportunities for the Scholarship of Teaching and Learning (SoTL) and levels of impact for the SoTL efforts (e.g., micro, meso, macro, mega). This chapter is organized in two distinct parts. Part 1 examines five different structures typical for SoTL educational development with a focus on their organizational structure within the institution and the SoTL expertise of individuals who that lead these efforts. Strengths and limitations of each structure are presented. Part 2 provides a discussion of critical considerations that impact all SoTL educational development efforts regardless of the type of structure that exists within an institution.

scholarly journals 6: Toward a Scholarship of Teaching and Learning in Educational Development

2007 ◽  
Vol 25 (1) ◽  
pp. 93-108 ◽  
Author(s):  
Peter Felten ◽  
Alan Kalish ◽  
Allison Pingree ◽  
Kathryn M. Plank
Keyword(s):  
Teaching And Learning ◽  
Educational Development ◽  
Scholarship Of Teaching

scholarly journals We are Appalachian Christians: Wait, can we say that?

2020 ◽  
Vol 4 (2) ◽  
pp. 218
Author(s):  
Melissa Comer ◽  
Kathy Brashears
Keyword(s):  
Teaching And Learning ◽  
Cultural Influences ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
The Bible ◽  
Religious Intolerance ◽  
Appalachian Women ◽  
Southern Appalachian ◽  
The World ◽  
Equity Model

Considering the question: ‘can we say that we’re Southern Appalachian Christians in the world of academia?’, the authors examine the answer amid diverse people groups while reflecting on their personal cultures as Appalachian women, Appalachian storytellers, and, yes, Appalachian Christians. Acknowledging that cultural influences impact their lives in academia, they explore how faith is often perceived in higher education. Living in the Southern United States, in the heart of Appalachia, in an area readily identified as the Bible-Belt, the authors use storytelling as a vehicle for examining intolerance as well as for thinking about what it means to be tolerant. Framed within a diversity and equity model of thinking, they provide a thought-provoking probe: have we entered a world where religious intolerance, specifically that of Christian beliefs, is acceptable?   Keywords: Tolerance, Equity, Academia, Storytelling, Culture, Christians, AppalachiaHow to cite this article:Comer, M. & Brashears, K. 2020. We are Appalachian Christians: Wait, can we say that?. Scholarship of Teaching and Learning in the South. 4(2): 218-227. https://doi.org/10.36615/sotls.v4i2.126.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 29. Two Models for Introducing Graduate Students to the Scholarship of Teaching and Learning

2011 ◽  
Vol 3 ◽  
pp. 177
Author(s):  
Natasha Patrito Hannon ◽  
Svitlana Taraban-Gordon
Keyword(s):  
Student Engagement ◽  
Graduate Students ◽  
Effective Teaching ◽  
Student Learning ◽  
Graduate Student ◽  
Teaching And Learning ◽  
Educational Development ◽  
Faculty Members ◽  
Development Programs ◽  
Scholarship Of Teaching

Graduate students aspiring to become faculty members should be provided with meaningful opportunities to explore the scholarship of teaching and learning (SoTL) and to formulate questions about student learning and effective teaching. To this end, teaching and learning centres should incorporate SoTL-oriented components within the framework of educational development programs to prepare our future faculty. This article briefly reviews the emerging literature on graduate student engagement with SoTL and highlights two possible approaches for incorporating SoTL into educational development programs for graduate students.

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/

scholarly journals Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas

2021 ◽  
Vol 5 (1) ◽  
pp. 144
Author(s):  
Sergio Celis
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
South African ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
African Higher Education ◽  
South African Higher Education ◽  
Nancy Fraser

In this review of Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas, book reviewer Sergio Celis discusses why this book is an invitation to reimagine our participation in the higher education field, as scholars, teachers, and citizens. Keywords: Nancy Fraser, Participatory parity, South Africa, Higher education, Book review How to cite ths article: Celis, S. 2021. Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas. Scholarship of Teaching and Learning in the South. 5(1): 144-148. DOI: 10.36615/sotls.v5i1.178. 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 From isolation to cross-cultural collaboration: My international PhD journey as tō iwi

2020 ◽  
Vol 4 (2) ◽  
pp. 228
Author(s):  
Amrit Melissa Dencer-Brown
Keyword(s):  
Sense Of Belonging ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Early Career ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Aotearoa New Zealand ◽  
Early Career Researcher ◽  
The Uk ◽  
Difficult Times

This reflective piece is about my journey as an international PhD candidate from the UK to Aotearoa (New Zealand). I speak about my search to try and find a sense of belonging as an outsider and some of the challenges in doing community-focused research as an early career researcher from elsewhere. This piece includes key challenges of building networks, collaboration and overcoming the death of my father, half-way through my PhD. I speak about a toolkit of strength and resilience I had to create and now use in the support of my students and peers as a lecturer in education during the pandemic. This piece is about finding kindness and compassion in myself and receiving it from others to help with isolation in difficult times.   Keywords: Reflection, Resilience, Compassion, Kindness, Networks, Community, IsolationHow to cite this article:Dencer-Brown, A.M. 2020. From isolation to cross-cultural collaboration: My international PhD journey as tō iwi. Scholarship of Teaching and Learning in the South. 4(2): 228-234. https://doi.org/10.36615/sotls.v4i2.142.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/

Sign in / Sign up

Export Citation Format

Share Document