scholarly journals Emerging response-abilities: a reflection on the 2019 SOTL in the South conference

2020 ◽  
Vol 4 (1) ◽  
pp. 69
Author(s):  
Shashi Cullinan Cook
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Context ◽  
The South ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Fourth Industrial Revolution ◽  
University Of Technology

The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine Manathunga. In this piece I reflect on the conference and identify some of the narratives that emerged from it. I share some of the discussions by keynote speakers and presenters which help to expand discourses on the interconnectedness of decolonisation, and economic, social and environmental justice, and I explain why I look to ‘Southern SOTL’ for guidance in negotiating contradictions in my teaching and learning context. In this piece I consider the response-abilities of higher educators to contribute to these urgent matters.Key words: SOTL in the South, research in teaching and learning, global South, north-south, decolonisation, 4IR, fourth industrial revolution, response-abilityHow to cite this article:Cullinan Cook, S. 2020. Emerging response-abilities: a reflection on the 2019 SOTL in the South conference. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 69-85. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=135This 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/

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 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 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 A South African Public Law Perspective on Digitalisation in the Health Sector

2021 ◽  
Author(s):  
Firoz Cachalia ◽  
Jonathan Klaaren
Keyword(s):  
Public Health ◽  
Technological Change ◽  
South African ◽  
Legal System ◽  
Industrial Revolution ◽  
Health Sector ◽  
Public Law ◽  
The South ◽  
Working Paper ◽  
Fourth Industrial Revolution

We explored some of the questions posed by digitalisation in an accompanying working paper focused on constitutional theory: Digitalisation, the ‘Fourth Industrial Revolution’ and the Constitutional Law of Privacy in South Africa. In that paper, we asked what legal resources are available in the South African legal system to respond to the risk and benefits posed by digitalisation. We argued that this question would be best answered by developing what we have termed a 'South African public law perspective'. In our view, while any particular legal system may often lag behind, the law constitutes an adaptive resource that can and should respond to disruptive technological change by re-examining existing concepts and creating new, more adequate conceptions. Our public law perspective reframes privacy law as both a private and a public good essential to the functioning of a constitutional democracy in the era of digitalisation. In this working paper, we take the analysis one practical step further: we use our public law perspective on digitalisation in the South African health sector. We do so because this sector is significant in its own right – public health is necessary for a healthy society – and also to further explore how and to what extent the South African constitutional framework provides resources at least roughly adequate for the challenges posed by the current 'digitalisation plus' era. The theoretical perspective we have developed is certainly relevant to digitalisation’s impact in the health sector. The social, economic and political progress that took place in the 20th century was strongly correlated with technological change of the first three industrial revolutions. The technological innovations associated with what many are terming ‘the fourth industrial revolution’ are also of undoubted utility in the form of new possibilities for enhanced productivity, business formation and wealth creation, as well as the enhanced efficacy of public action to address basic needs such as education and public health.

scholarly journals The Impact of Using Code Alternation in Teaching Life Science to English First Additional Language learners in South African Schools

2020 ◽  
Vol 9 (6) ◽  
pp. 175
Author(s):  
Mzamani Johannes Maluleke ◽  
Ernest Kwesi Klu ◽  
Vincent N. Demana
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
English Language ◽  
Medium Of Instruction ◽  
The South ◽  
Learning And Teaching ◽  
Code Mixing ◽  
Teaching Life ◽  
The Government ◽  
The Impact

The study aimed at investigating the extent to which English is used as a medium of teaching and learning Life Sciences in a South African rural high school. As the government has given recognition to the country’s multilingual, multi-ethnic and multicultural composition, School Governing Bodies are mandated to choose any of the eleven official languages as a medium of instruction (RSA, Act 108 of 1996), but the power of deciding which language to use as a medium of instruction has been taken by teachers to shield their own shortcomings. To be able to explore and understand the prevailing situation, the researchers employed a qualitative design which translated into researchers observing classes, evaluating learners’ written texts and interviewing the teachers as methods of collecting data. The findings are that: first, learners’ and teachers’ proficiency levels in English are very low, as such, the English language is not a pivot of learning and teaching in the South African education system. This emanates from the fact that although in theory the majority of the South African schools have adopted English as a medium of instruction, in practice, this is far from the truth as teachers employ code alternation in the form of code switching, code mixing and sentence translation as viable means of scaffolding the learning of content subjects.

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/

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