scholarly journals Book Review of Integrating Pedagogy and Technology: Improving Teaching and Learning in Higher Education

Open Praxis ◽  
2016 ◽  
Vol 8 (1) ◽  
Author(s):  
Jeanna Cronk
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Improving Teaching And Learning

scholarly journals Faithfulness and fidelity across identities and contexts for SOTL in the global South

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
KC Lee ◽  
Zach Simpson
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Social Work ◽  
New Zealand ◽  
Teaching And Learning ◽  
Global South ◽  
The Other ◽  
Scholarship Of Teaching ◽  
Aotearoa New Zealand

Issue 5.2 of SOTL in the South features four peer-reviewed articles, one reflective piece and one book review. The peer-reviewed articles include two articles about broader concerns related to the scholarship of teaching and learning in higher education, namely the discursive and negotiated work of producing SoTL work and the importance of considering diverse worldviews regarding research ethics. In addition, there are two detailed accounts of instances of SoTL, one from Lesotho, addressing the challenges facing students from rural contexts, and the other from South Africa, investigating the implementation of collaborative learning in a fourth-year social work classroom. The issue concludes with a reflection on an action-oriented workshop held in Aotearoa New Zealand aimed at increasing the number of Māori and Pasifika academics, and a review of The Bloomsbury Handbook of the Internationalization of Higher Education in the Global South.

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 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/

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