UWC Scholar Publishing Support (University of the Western Cape)
Not a member yet
1520 research outputs found
Sort by
Thinking with/in surfing: Podcasting as public pedagogy and scholarship in/for the global South
Get PDFThis article introduces The Deep Duck Dive —a podcast engaging with the oceanic turn in the global South by focusing on issues that matter within surfing as a lifestyle sport. As co-hosts of the podcast, we have approached podcasting as forms of public pedagogy and public scholarship. Our aim is to increase the accessibility of scholarship and research by creating an alternative space for conversations with those outside of the academy. The article charts how we conceptualised and realised this podcast project as thinking with/in surfing. Within this epistemological approach, we seek to contribute to the intellectual currents of hydrocolonialism, hydrofeminism and critical surf studies, and to open our soundwork as an alternative pedagogical practice within justice-to-come public scholarship. To illustrate our podcasting style, reflexive of our positionalities as scholars and surfers, we have provided the transcript of our pilot episode
Problematising the South African Higher Education inequalities exposed during the Covid-19 pandemic: Students’ perspectives
Get PDFFormer Rhodes University students, co-authors of this article, were engaged in a knowledge-making project during the Covid-19 pandemic. This paper is a product of that project, where participants deliberated on the inequalities in the education sector based on their experiences in their university. These were exposed and exacerbated by the pandemic. Using a decolonial theoretical lens, they present the experiences of students to critique university decisions at the time. They argue for a reconnection with the idea of the university as a public good, as an antidote to the neoliberal tendencies that perpetuate inequality in the sector. This requires a reconnection with its own students, and to collaborate with them to find strategies to deal with crises such as the Covid-19 pandemic. Additionally, a reconnection between the university and the school sector could lead to greater synergy and an easier transition between school and university
Institutionalisation of academic integrity: Experiences at a distance education university in South Africa during COVID-19
Get PDFAcademic integrity is an ongoing concern in higher education. Research dating back to the 1960s shows students self-reporting cheating, and with the advent of more online education, concerns about the integrity of degrees have become even more widespread. Due to this concern about academic integrity, especially in view of the changes brought about by COVID-19, I launched a research project that aimed to holistically understand how academics understand and teach academic integrity and institutional policies around academic integrity, and how these policies are employed through analysing five years’ worth of student disciplinary records at a distance education university. I interviewed twenty-eight academics and academic managers and analysed sixty-six documents, as well as 3 383 student disciplinary records. Flowing from that larger project, I argue in this paper that there has not yet been institutionalisation of academic integrity at this university. I end by offering suggestions for how institutionalisation could occur
A translanguagepedagogy to promote Biotechnology concept engagement and academic literacy in a linguistically-diverse university context
Get PDFFollowing the call for transformation, higher education institutions in South Africa were required to promote and implement indigenous languages in teaching and learning. This has led to various strategies and resources being explored and implemented, multilingual glossaries among them. In science, where English remains the global means of communication, our experience has been that such interventions are often underutilized. A more inclusive, holistic pedagogy is required to adequately prepare students, especially non-English speakers, for international scientific engagement. One such pedagogy is presently proposed and tested. Its purpose is to harness the dominant language - that which is most active in the learners’ minds - to first promote epistemological access to difficult scientific concepts, and after concept acquisition, develop the required English, scientific, and academic literacy. Biotechnology undergraduate students at Cape Peninsula University of Technology (CPUT) - many of whom are international - reported enhancing their learning experience and recognised the significance of their dominant language in deep learning as a result of this translanguage pedagogy. Such a pedagogy demonstrates that multilingualism, far from being viewed as an impediment to teaching and learning, should be seen as a rich resource that needs to be harnessed to facilitate epistemic access, cognitive development, transformation, social cohesion, and respect for all languages
Theoretical physicist identity development: A critical account of factors influencing progression from novice to expert
Get PDFIn a context of rapid change in higher education and work, lecturers are still expected to provide meaningful learning experiences that enculturate students to disciplinary knowledge, values, and practices. Within the STEM disciplines, this process of enculturation is premised on the existence of an underpinning ‘culture of science’ defined by long-established discipline-specific discourses that include values, models of thinking, patterns of behaviour and even language conventions. In this reflective autoethnographic study, we apply Carlone and Johnson’s ‘science identity’ framework to analyse the reflections of a theoretical physics lecturer on the journey to becoming a theoretical physicist. The analysis reveals the factors (implicit and explicit) that may enhance or constrain academic progression. These factors are discussed in relation to implications for students from diverse backgrounds, and the critical role played by lecturers in revealing the ‘rules of the game’
Advancing a social justice agenda in health professions education
Get PDFHealth Professions Education (HPE) curricula have a dual purpose: to deliver professionals who are clinically competent and critically conscious of the contexts and health systems they serve. This qualitative study advances a social justice agenda by exploring the range of understandings that HPE teachers have of this dual purpose of their curricula. Thirty-four respondents participated in eleven focus groups and eleven interviews. Data were analysed thematically. While participants understood this dual purpose of their curricula, some felt that clinical competence should be emphasised above critical consciousness. Implementing curricula that develop critically conscious graduates raises questions about what counts as knowledge, and about how far our responsibility extends in preparing students to become change agents. This has implications for the role and identity of the HPE teacher and points to a re-envisioning of the process of curriculum development and the role that HPE centres play in the process of curriculum development
Education, Communication and Democracy in Africa A Democratic Pedagogy for the Future
Get PDFEducation, Communication and Democracy in Africa A Democratic Pedagogy for the Future.Editors: Manthalu, C.H.; Chikaipa, V. and Gunde, A. M. (2022) By Moyra Keane
A Place-based response to Fikile Nxumalo
Get PDFThis paper is based on the response to Fikile Nxumalo’s keynote address at the 10th Annual New Materialism conference in Cape Town. It brings into conversation Nxumalo’s practice in early childhood education in North America, with my teaching practice situated in engineering education in Cape Town. Both practices are attuned to place and explore the generative potential of pedagogies that foreground coloniality and anti-black inheritances in context. Resonances between the practices are explored through feminist new materialisms, and I show how a combination of story and place may be utilised to resist dominant discourses from within engineering education
Statelessness, Development, and Protection of ‘Disadvantaged Groups’: Bridging the Post-2030 Sustainable Development Gaps
Get PDFStatelessness constricts development opportunities, human capital and potentials of affected communities and persons over successive generations. The marginalisation of stateless persons, deprivation of their basic rights, legal recognition and access to essential services further induce their vulnerability and the risk of intergenerational statelessness. However, the nexus between statelessness and development remains poorly investigated amid the lack of coherent measures to address it. Hence, the need to understand the increased deprivations by statelessness and its conditions of vulnerability, suspicion, and exclusion, and the mismatch in the implementation of multilateral development programmes and national policies against statelessness. The paper maintains that neglect of stateless persons and communities by development actors and processes often lags them in global, regional, or national development. Although not explicitly encapsulated to address statelessness, the Sustainable Development Goals (SDGs) unlock significant opportunities, with relevance and applicability of several goals in this regard. Therefore, incorporating statelessness into the post-2030 development agenda is critical for addressing its challenges, and improving human security and conditions of stateless persons