UWC Scholar Publishing Support (University of the Western Cape)
Not a member yet
1520 research outputs found
Sort by
A Tale of Corruption: State Capture, the South African Experience
No full textOn 9 October 2003, South Africa became a signatory to the United Nations Convention Against Corruption (UNCAC), which was adopted by Resolution 58/4. South Africa ratified the Convention on 22 November 2004. At the time, the Secretary-General of the United Nations stated that the adoption of UNCAC sent a clear message: The international community was determined to prevent and control corruption. Fast forward to June 2022, Chief Justice Raymond Zondo completed the Zondo Commission of Inquiry into state capture. This Commission investigated what became known as state capture, focusing on a period after South Africa had already signed and ratified the UNCAC. I draw this comparison early in my address to give you food for thought as we proceed to explore the similarities and to understand what truly transpired during the state capture era, a unique manifestation of corruption in the South African context.
 
Decolonising management education: An empirical study
Get PDFConversations in South Africa around decolonising higher education since the 2015/2016 #RhodesMustFall movements have remained largely theoretical. Recently, much of the attention in many higher education institutions seems to have moved on from these conversations to apparently more ‘interesting’ topics like the fourth industrial revolution and the impact of Covid-19. The aim of this article is to rekindle the desire among participants in higher education, specifically in management education, to respond in a practical manner to the call for decoloniality. Towards this aim, we present findings from a constructivist grounded theory study in which we interviewed 31 participants in the management education space on how to decolonise management education. We describe the following six themes that emerged: ‘globalisation’, ‘race’, ‘capitalism’, ‘meaning of decolonisation’, ‘lekgotla’, and ‘critical pedagogy’. Drawing on these themes we propose a tentative conceptual framework on how we might begin to construct a meaningful decoloniality movement in the context of management education
Unconferencing methodology as a cultural disrupter in higher education: Enabling reflections on promoting inclusivity, diversity, and equitable spaces
Get PDFIn applying the collective mind to challenges in higher education, there is hope for innovative solutions. HELTASA’s approach to adapting the unconference methodology during the annual learning and teaching (un)conference in 2021 demonstrated its vision to reflect on a re-imagined inclusive higher education using the questions: Sivela phi? (where do we come from?), Si phi? (where we are?), and Siya phi? (where are we going?). This paper reflects on how the unconferencing methodology was used as a cultural disrupter during the HELTASA’s (un)conference. We identify with ‘culture’ as emphasising active meaning-making instead of unchanging, static ideas by homogenous groups. ‘Culture’ is dynamic, and it changes over time. In the context of unconferencing methodology, cultural disruption refers to a deliberate effort to challenge and disrupt traditional cultural norms and values to promote greater inclusivity, diversity, creativity and problem-solving. The unconference is intended to disrupt current thinking and practices in conferences and open higher education spaces for creative, critical dialogue and innovation. Cultural disruption plays a transformative role in deconstructing established norms of knowledge, identity, and practices within higher education. The unconference seeks to challenge the prevailing power dynamics inherent in higher education and mirrored in traditional conferences by adopting a participant-driven and focused approach. The unconference supports the notion of collective thinking or collaboration, which re-frames knowledge boundaries as dynamic inter-relationships with due weight given to reflective ways of knowing (Brown, 2015). This paper uses the Reflection and Critical Thinking Model by Mugumbate, et al. (2021) as a framework to explore and understand how cultural disruptions were implemented and experienced during the planning and execution of the (un)conference itself. This paper critically reflects on the HELTASA (un)conference Call, cultural representations, presentation types, and structure of the unconference to share possible cultural disruptions. This paper\u27s reflections delve into the effectiveness of unconferencing in higher education as a potent tool for cultural disruption in relation to power dynamics, participation, individual and collective thinking, and the imperative of amplifying diverse voices. Unconferencing, through its disruption of cultural norms and values, can promote greater innovation and creativity by enabling the incorporation of a wider range of perspectives and ideas. Additionally, unconferencing can create more inclusive and equitable spaces where traditionally marginalised voices are provided a platform to be heard and represented
Community engagement as a liminal space of translanguaging
Get PDFCommunity engagement is, in many ways, a liminal space, in that, while it is a space of teaching and learning and sometimes of engaged research, it is neither fully academic nor ‘non-academic’. Liminal spaces can allow for upending of the hierarchies that are characteristic of more closely controlled educational settings. The participants in this study, all of whom participated in a community engagement project, known as the Engaged Citizen Programme, spoke extensively about the translanguaging affordances of liminal community engagement spaces. The data suggests that translanguaging, primarily of isiXhosa, Afrikaans, and English, was central to the community engagement activities. The participants indicated that the usual lines of linguistic privilege experienced in the university were upended in the community setting. The extent to which multilingualism is fostered in the community engagement space is an example of how lessons learned in community engagement could benefit teaching and learning in the classroom
The Shannin Jones: Free!
No full textThis poetry is celebrating freedom, by highlighting how for South Africa came as a nation to celebrate 30 years of democracy. It pays tribute to the heroes who fought against Apartheid and oppression. This poem evokes a sense of emancipation, especially to those who feel that they have been in bondages, but broke free from everything that were holding them back. As a result, it concludes with the previous oppressed who now have a voice to speak up, ackowledging their personhood, and who can say that they are FREE
Philocalic Sol: Love (Be You)-tifully
Get PDFI am air. An heir to be…
Pollination and legacy, you see.
If you are inclined to read between the lines,
then you will be all you can, Bee.
Be-You... to full-on become,
Evermore beautiful
Poisonous Roots
Get PDF"Poisonous Roots" is a poem about domestic abuse and it\u27s consequences. It explores the long lasting impact of childhood trauma and shows us that pain can be passed down
