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/  

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/

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/

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 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/

A Discussion With Sandy O’Sullivan About Key Issues for the Australian Indigenous Studies Learning and Teaching Network

2014 ◽  
Vol 43 (1) ◽  
pp. 52-57
Author(s):  
Katelyn Barney
Keyword(s):  
Teaching And Learning ◽  
Tertiary Education ◽  
Indigenous Studies ◽  
Tertiary Level ◽  
Important Work ◽  
Learning And Teaching ◽  
The Future ◽  
Key Issues

This article takes the form of an interview with Sandy O’Sullivan, who is a partner on the Australian Indigenous Studies Learning and Teaching Network, about key issues that have arisen through Network discussions. She is a Wiradjuri woman and a Senior Aboriginal researcher at the Batchelor Institute of Indigenous Tertiary Education. O’Sullivan emphasises the strengths of the Network and difficulties the Network participants have had in defining ‘Indigenous Studies’. She also discusses the important work for the Network to do into the future, to continue to strengthen relationships between educators and improve teaching and learning of Indigenous Studies at tertiary level.

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 The transformative potential of Southern SOTL for Australian Indigenous Studies

2017 ◽  
Vol 1 (1) ◽  
pp. 108
Author(s):  
Susan Page
Keyword(s):  
Teaching And Learning ◽  
Social Justice Education ◽  
Complex Problem ◽  
Indigenous Studies ◽  
Short Paper ◽  
The South ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Transformative Potential ◽  
Indigenous Perspectives

The complex problem of how students learn in Indigenous Studies and what they find most challenging has recently gained new importance for Australian tertiary educators. A new Indigenous strategy, released by the peak body Universities Australia, has indicated that all university curricula should include Indigenous perspectives. This short paper touches briefly on this potentially pivotal development in Australian Higher Education, foreshadows a learning and teaching project I am currently undertaking, and outlines why SOTL in the South is timely and crucial to advancing the contributions that Indigenous scholars are already making to the field in general and to social justice education more specifically.   How to cite this reflective piece:   PAGE, Susan. The transformative potential of Southern SOTL for Australian Indigenous Studies. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 108-113, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=16>. 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 HIGHER EDUCATION: SUSTAINING THE FUTURE OF STUDENTS DURING A PANDEMIC

2021 ◽  
Author(s):  
Naziema Jappie ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Low Income ◽  
Teaching And Learning ◽  
Disadvantaged Students ◽  
The South ◽  
Digital Platform ◽  
The Future ◽  
Teaching Learning ◽  
The Impact

The COVID-19 challenge is unprecedented; its scale still is not fully understood. Universities in the South Africa do have plans in place to continue the academic year in 2021 but have no idea to what extent education will resume to normal face to face activity. Although the future is unpredictable, given the uncertainty in the epidemiological and economic outlooks, universities have to ensure quality and sustainability for the medium and long-term implications for teaching, learning, the student experience, infrastructure, operations, and staff. Amongst the range of effects that COVID-19 will have on higher education this year, and possibly into future years, admission arrangements for students is one of the biggest. It is also one of the most difficult to manage because it is inherently cross sector, involving both schools and higher education. There is no template in any country of how to manage education during the pandemic. However, there are major concerns that exist, in particular, regarding the impact on learners from low income and disadvantaged groups. Many are vulnerable and cannot access the digital platform. Post 1994, the South African government placed emphasis on the introduction of policies, resources and mechanisms aimed at redressing the legacy of a racially and ethnically fragmented, unjust, dysfunctional and unequal education system inherited from apartheid. Many gains were made over the past two decades especially, in higher education, two of which were access and funding for the disadvantaged students to attend university. However, the pandemic in 2020 disrupted this plan, causing the very same disadvantaged students to stay at home without proper learning facilities, poor living conditions or no access to devices and data. The paper argues that the tensions and challenges that dominated the Covid-19 digital educational reform have resulted in a significant paradigm shift focused on out of classroom experiences as expressed in the new ways of teaching and learning and possibly leaving certain groups of students behind. Consideration is given to three broad areas within higher education in South Africa. Firstly the current dilemma of teaching and learning, secondly, the access or lack thereof to the digital platform and challenges facing students, and the thirdly, the issue of admission to higher education. All three areas of concern represent the degree to which we face educational disruption during the pandemic.

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