UWC Scholar Publishing Support (University of the Western Cape)
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Relational Reading~Writing~Thinking~Becoming in Higher Education: Possibilities for scholarly reading and writing in times of turbulence
Get PDFThe paper explores our scholarly practice of collaborative academic writing by engaging with a Relational Reading of Text approach and Slow scholarship. It grew out of our need to explore the tensions and inertia in our collaborative writing before, during, and after the COVID-19 lockdown, to find our way back to flourishing and thriving through each other. We draw on the relational reading~writing~thinking~becoming dimensions of ‘sense of movement’, ‘shifts to the in-between spaces of meaning’, ‘the quality of kindred’, and ‘shared responsibility’. A collaborative autoethnographic approach was used in relation to the notion of diffraction. We conceptualise a ‘pandemic-transformed’ approach for us to not only survive the digital turn our co-writing practices have taken but to find our way back to an authentic, creative, and joyful engagement. Insights may be of value to other academics who seek to co-write in ways that support flourishing and Slow scholarship in higher education
Structured doctoral programmes for developing the scholar and the scholarship: Lessons from practice
Get PDFThere are growing international calls for doctoral education to embrace more collaborative, structured supervision models. While the uptake of such models has been slow in South Africa, interesting forms of structured models are emerging. This study critically reflects on one such example, highlighting the successes and challenges to provide the field with practical insights of how such a model can be conceptualised. Focusing on a curriculated PhD project in the field of higher education studies, the paper explores the extent to which the project enhanced the development of the scholarship and scholarly dispositions in candidates. Inductive thematic analysis of interviews with 12 doctoral candidates was used in the first phase of analysis to reveal the salient issues in the data. The second phase of analysis drew on Legitimation Code Theory’s dimension of Specialization to understand the different kinds of learning afforded by the programme. The findings show how the curriculated programme provided an important bridge into disciplinary knowledge, and it reveals how the collaborative community played a critical role in strengthening students’ theoretical and disciplinary knowledge as well as cultivating key scholarly dispositions such as criticality, voice, and collaboration
Productive Disruption as a critical enabler for organisational change
Get PDFFaced with challenges of being isolated through COVID-19, HELTASA leadership embarked on a process of productive disruption to restructure and reshape the organisation to be more agile and responsive. Embraced as a potential organisational catalyst for change, we used productive disruption as a catalyst for structural reorganisation and expansive capacity building; and methodological disruption through the unprecedented (un)conference experience that encouraged equitable and socially inclusive participation. We present a duo-ethnographic case study of productive disruption of organisational structure in a context of crisis. Data was generated through deliberations, reflections, provocations, and memory work by the leadership level. We reflect on and analyse the outcomes of the expansion and change to assess if HELTASA’s shapeshifting could be contextually responsive, resilient, and relevant. We conclude that productive disruption is a necessary intervention when ‘business as usual’ no longer offers the stretch and growth needed for professional organisations to survive and be sustained
Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment.
Get PDFAjjawi, R., Tai, J., Boud, D. and Jorre de St Jorre, T. (Eds.). 2023. Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment. London: Routledge
Higher Education for Good: Teaching and Learning Futures.
Get PDFCronin, C. and Czerniewicz, L. (eds.). 2023. Higher Education for Good: Teaching and Learning Futures. Cambridge: Open Book Publishers
Clay Jar
Get PDFPoetry: The aim of this poem is to highlight that we need God to continuously mold us and protect us, because we are clay jars that can be easily broken. 
Introduction: Building decolonial learning and teaching through connecting to our diverse pasts: a case for ukuzilanda
Get PDFThe authors of this special issue – Nondwe Mpuma, Martina van Heerden, Khanyiso Jonas and Robyn Tyler - are part of a cohort of early career academics in the Arts and Humanities Faculty at the University of the Western Cape. We are joined by co-author Athambile Masola from the University of Cape Town. We are all fewer than 5 years into our permanent position as a lecturer at our institution. We come from Lubaleko, Kariega, Durban, eMonti and Cape Town and we speak isiXhosa, Afrikaans, English and isiZulu. Our academic disciplineswithin Arts and Humanities include Linguistics, English Literature, Sociology, Academic Literacies and Historical Studies. The foregrounding of our academic, geographic and linguistic identity positions within the body of this introduction is intentional
