Continuous programme renewal and critical citizenship: Key items for the South African higher education curriculum agenda

In this article, we explore the term ‘programme renewal’ and then continue to point out why programme renewal bodes an essential topic for continuous inquiry and attention. We also highlight the importance of approaching programme renewal from a sound theoretical base and point to the important issue of promoting critical citizenship with students in learning programmes. We finally point to the links between programme renewal and critical citizenship through four sample cases.

Alternation Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa ◽

Universal Design for Learning and Disability Inclusion in South African Higher Education Curriculum

10.29086/2519-5476/2019/sp27a1 ◽

2019 ◽

Vol SP27 ◽

Author(s):

Desire Chiwandire

Keyword(s):

Higher Education ◽

South African ◽

Universal Design ◽

Universal Design For Learning ◽

Education Curriculum ◽

Higher Education Curriculum ◽

Design For Learning ◽

‘Listening with our eyes’: Collaboration and HIV and AIDS curriculum integration in South African higher education

The Journal for Transdisciplinary Research in Southern Africa ◽

10.4102/td.v10i1.18 ◽

2014 ◽

Vol 10 (1) ◽

Author(s):

Pius Tanga ◽

Naydene De Lange ◽

Linda Van Laren

Keyword(s):

Higher Education ◽

South African ◽

Hiv And Aids ◽

Education Curriculum ◽

Academic Curriculum ◽

Higher Education Curriculum ◽

Study Approach ◽

Entry Points ◽

Integrating HIV and AIDS into the academic curriculum is not engaged with vigorously enough in South African higher education institutions, for several reasons, ranging from lack of interest to complaints of belabouring the issue of HIV and AIDS, especially from the biomedical perspective. Through such integration the academic curriculum could be a key space and engine for persuading change and abating the effects of HIV and AIDS in higher education as well as in the communities served by the universities. We reflect on our three-year research project engagement and explore how collaboration facilitated integration of HIV and AIDS issues in our academic curriculum. Working from a critical paradigm and using a collaborative self-study approach, we utilised drawings and responses from questions which we compiled for ourselves. Textual and visual data generated were thematically analysed. The findings revealed that collaboration counteracts isolation; enables capacity development in integration for the collaborating researchers; and permits engaging with participatory visual methodologies to encourage integration. We conclude that collaboration is key in facilitating integration of HIV and AIDS in the higher education curriculum, and that collaboration using participatory visual methodologies enhances entry-points in engaging with HIV and AIDS in South Africa and beyond. This work has implications for integrating HIV and AIDS issues into the higher education curriculum.

Decolonising the South African Higher Education System

Psychosocial Pathways Towards Reinventing the South African University ◽

10.1007/978-3-030-49036-2_2 ◽

2020 ◽

pp. 49-72

Author(s):

Sabrina Liccardo

Keyword(s):

Higher Education ◽

South African ◽

Education System ◽

The South ◽

Higher Education System ◽

The Inclusion and Support of Students With Disabilities in the South African Higher Education System

10.4018/978-1-6684-3542-7.ch069 ◽

2022 ◽

pp. 1295-1310

Author(s):

Sithabile Ntombela ◽

Vimbi Petrus Mahlangu

Keyword(s):

Higher Education ◽

Students With Disabilities ◽

South African ◽

Education System ◽

Social Model ◽

The South ◽

Social Model Of Disability ◽

Higher Education System ◽

The intention of this chapter is to contribute to the scholarship of diversity, equity, and inclusivity in contemporary higher education. Its purpose is to develop an understanding of pedagogical issues concerning the inclusion and support of students with disabilities in the South African higher education system through literature review. The chapter will contribute to debate on policy imperatives and how these have informed practice, the social model of disability and its role in shaping educational provision, access and support constraints as products of intersectionality of disability and disablement, and possible ways to re-culture higher education for support.