University on the Border: Crisis of authority and precarity

2021 ◽  

The volume explores and thinks through the process of decolonising the South African higher education system by examining #MustFall. The text offers theoretical insights from a historical, contemporary and multidisciplinary lens, while examining the embedded meanings of the university as an institution, idea and set of practices to show the shifts and changes that were inaugurated by #MustFall along with the historicities that define the university both locally and globally. The retro- and prospective insights presented in the book surface the crisis of authority that places the university in a state of precarity, which is framed in the book as the ‘border’. The volume proposes the concept of the ‘border’ (recognising its conceptual and analytical dynamism) as a generative space that can facilitate new imaginaries and articulations of this social institution: the university.

2022 ◽  
pp. 1295-1310
Author(s):  
Sithabile Ntombela ◽  
Vimbi Petrus Mahlangu

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.


Author(s):  
Sithabile Ntombela ◽  
Vimbi Petrus Mahlangu

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.


2017 ◽  
Vol 113 (7/8) ◽  
Author(s):  
Johann Mouton ◽  
Astrid Valentine

We present a first estimate of the extent of predatory publishing amongst South African academics. This estimate is based on an analysis of all South African authored papers that qualified for subsidy over the period 2005 to 2014. The analysis shows that 4246 South African papers were published in 48 journals which we re-classified (refining Beall’s classification) as either being probably or possibly predatory. A breakdown of these papers by year shows that the greatest increase in predatory publishing has occurred since 2011. Results are also presented of the distribution of these papers by individual university and scientific field. We conclude with some suggestions about predatory publishing and its pervasive consequence for our trust in science and how this should be addressed by the major stakeholders in the South African higher education system.


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