ESI Press (Univ. of Pretoria)
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Reimagining Writing Centres Practices: A South African Perspective
Full text linkIn light of the changing face and internationalisation of our student body and their concomitant needs, this book attempts to foreground both the strides made in the field, as well as the important questions and debates confronting writing centre practitioners in the South African higher education arena. The latter demands that we review and reimagine the support we currently provide. Reimaging, however, forces us to wrestle with the challenges that are inherent in work of this nature and to be vocal about the difficult questions that must be asked and answered if we want to provide socially just solutions to our students’ writing challenges. The onset of COVID-19 also imposed on our daily practices and required a hasty re-evaluation of our service provision.
The aim of this volume is to further conversations and research on the notion of the internationalisation of writing centres and the necessity to focus on the key issues of multilingualism, discipline-based writing, social justice, the impact of the COVID-19 pandemic, as well as specialised consultant/tutor training. Writing centres at South African universities have established themselves as fundamental to the support and development of our students. Thus, the time is ripe for us as writing centre practitioners in the South African context to continue writing our own writing centre narrative, grapple with context-specific issues and questions, and provide context-specific answers and solutions that speak to the lived realities of our students. We hope to achieve this through this book
Reimagining Writing Centres Practices: A South African Perspective
Full text linkIn light of the changing face and internationalisation of our student body and their concomitant needs, this book attempts to foreground both the strides made in the field, as well as the important questions and debates confronting writing centre practitioners in the South African higher education arena. The latter demands that we review and reimagine the support we currently provide. Reimaging, however, forces us to wrestle with the challenges that are inherent in work of this nature and to be vocal about the difficult questions that must be asked and answered if we want to provide socially just solutions to our students’ writing challenges. The onset of COVID-19 also imposed on our daily practices and required a hasty re-evaluation of our service provision.
The aim of this volume is to further conversations and research on the notion of the internationalisation of writing centres and the necessity to focus on the key issues of multilingualism, discipline-based writing, social justice, the impact of the COVID-19 pandemic, as well as specialised consultant/tutor training. Writing centres at South African universities have established themselves as fundamental to the support and development of our students. Thus, the time is ripe for us as writing centre practitioners in the South African context to continue writing our own writing centre narrative, grapple with context-specific issues and questions, and provide context-specific answers and solutions that speak to the lived realities of our students. We hope to achieve this through this book
Reimagining Writing Centres Practices: A South African Perspective
Full text linkIn light of the changing face and internationalisation of our student body and their concomitant needs, this book attempts to foreground both the strides made in the field, as well as the important questions and debates confronting writing centre practitioners in the South African higher education arena. The latter demands that we review and reimagine the support we currently provide. Reimaging, however, forces us to wrestle with the challenges that are inherent in work of this nature and to be vocal about the difficult questions that must be asked and answered if we want to provide socially just solutions to our students’ writing challenges. The onset of COVID-19 also imposed on our daily practices and required a hasty re-evaluation of our service provision.
The aim of this volume is to further conversations and research on the notion of the internationalisation of writing centres and the necessity to focus on the key issues of multilingualism, discipline-based writing, social justice, the impact of the COVID-19 pandemic, as well as specialised consultant/tutor training. Writing centres at South African universities have established themselves as fundamental to the support and development of our students. Thus, the time is ripe for us as writing centre practitioners in the South African context to continue writing our own writing centre narrative, grapple with context-specific issues and questions, and provide context-specific answers and solutions that speak to the lived realities of our students. We hope to achieve this through this book
Food for Academic Thought
Full text link"In a \u27spoon in cheek\u27 manner, I can honestly say this is a cookbook that the wizards at the National Roasting Foundation will approve of. In fact, this is so off the scale that their top chef rating of A1 cannot be applied. In all probability, they will have to create a brand-new rating category because if not, their whole system will go pear-shaped. I say this because FOOD FOR ACADEMIC THOUGHT is a transdisciplinary alchemy like no other – a cure for all ivory tower diseases – both known and unknown. This is the case because it is underpinned by \u27vreetsaamheid\u27, a theoretical framing that has the potential to rival that old Education Faculty Favourite, Bronfenbrenner, as a cure for all things \u27angazi\u27 that we have to have to ingest and digest continuously. But I digress. In all dishonesty, I did try concocting some of the concoctions the Department of SMTKS EDUCATION are peddling in this book. And as a double-blind reviewer, it made me appreciate, from the start, the raw data that was used to arrive at the main findings. Without wanting to sound saucy, the findings were definitely fish or flesh or something else. This book, which I know will bring in sweet subsidies, deserves, in my view, to be used as the prescribed book for all functions, fiestas, fetes, funerals, fits, fergaderings, festivities and all other Faculty occasions serving food."
Prof Johan WassermanHoD Humanities Educatio
Food for Academic Thought
Full text link"In a \u27spoon in cheek\u27 manner, I can honestly say this is a cookbook that the wizards at the National Roasting Foundation will approve of. In fact, this is so off the scale that their top chef rating of A1 cannot be applied. In all probability, they will have to create a brand-new rating category because if not, their whole system will go pear-shaped. I say this because FOOD FOR ACADEMIC THOUGHT is a transdisciplinary alchemy like no other – a cure for all ivory tower diseases – both known and unknown. This is the case because it is underpinned by \u27vreetsaamheid\u27, a theoretical framing that has the potential to rival that old Education Faculty Favourite, Bronfenbrenner, as a cure for all things \u27angazi\u27 that we have to have to ingest and digest continuously. But I digress. In all dishonesty, I did try concocting some of the concoctions the Department of SMTKS EDUCATION are peddling in this book. And as a double-blind reviewer, it made me appreciate, from the start, the raw data that was used to arrive at the main findings. Without wanting to sound saucy, the findings were definitely fish or flesh or something else. This book, which I know will bring in sweet subsidies, deserves, in my view, to be used as the prescribed book for all functions, fiestas, fetes, funerals, fits, fergaderings, festivities and all other Faculty occasions serving food."
Prof Johan WassermanHoD Humanities Educatio
Thetha Sizwe: Contemporary South African Debates on African Languages and the Politics of Gender and Sexualities
Full text linkThetha Sizwe invites readers to rethink and reimagine the play of power, firmly rooted in the triad of African languages, genders and sexualities. ‘Thetha Sizwe’, loosely interpreted as ‘let your voice be heard’, opens up spaces for fresh and active debate and discussion that inform the complexities and contestations of language. As a linguistic injunction, ‘thetha sizwe’ is not purely a communicative plea but directs the reader (and listener) to the politics of voice, silence, and indeed, the capacity to hear and listen.
The volume explores and problematises contemporary and current debates that shape African languages and literature by investigating assumptions and received notions, with deliberate attention to breaking out of dominant models that pose limits on further debate. The rich assembly of essays provide provocative and nuanced engagements with questions of morphology, syntax, and the meanings of prescribed texts for secondary schools. All arguments unequivocally coalesce around the politics of African languages in the context of feminist and gendered epistemologies and decolonial humanities. Arising out of this engagement is a volume that spotlights local (and some continental languages) as crucial to global shifts in decolonial struggles that aim to re-imagine new worlds
Thetha Sizwe: Contemporary South African Debates on African Languages and the Politics of Gender and Sexualities
Full text linkThetha Sizwe invites readers to rethink and reimagine the play of power, firmly rooted in the triad of African languages, genders and sexualities. ‘Thetha Sizwe’, loosely interpreted as ‘let your voice be heard’, opens up spaces for fresh and active debate and discussion that inform the complexities and contestations of language. As a linguistic injunction, ‘thetha sizwe’ is not purely a communicative plea but directs the reader (and listener) to the politics of voice, silence, and indeed, the capacity to hear and listen.
The volume explores and problematises contemporary and current debates that shape African languages and literature by investigating assumptions and received notions, with deliberate attention to breaking out of dominant models that pose limits on further debate. The rich assembly of essays provide provocative and nuanced engagements with questions of morphology, syntax, and the meanings of prescribed texts for secondary schools. All arguments unequivocally coalesce around the politics of African languages in the context of feminist and gendered epistemologies and decolonial humanities. Arising out of this engagement is a volume that spotlights local (and some continental languages) as crucial to global shifts in decolonial struggles that aim to re-imagine new worlds
Fiction and Fable: Tales of Time-Series
Full text linkEmbark on a captivating journey through the enchanting world of time-series analyses with Fiction and Fable: Tales of Time-Series. This extraordinary collection of short stories, penned by undergraduate students from the prestigious Department of Statistics at the University of Pretoria, brings to life the fascinating concepts taught in the time-series analysis syllabus. What began as a mere optional assignment evolved into a remarkable book of stories that blend the realms of creativity and statistics. Stories such as The Shepherd and the Wolf or The Tale of the ARMA Warriors transport readers to the moments of comfort and delight that fables and fairytales hold for all. The fusion of imagination and analytical thinking invites readers to explore a magical realm where mathematical models intertwine with storytelling. Join us on a literary adventure where Fiction and Fable meet the captivating world of time-series, proving that the magic of storytelling knows no bounds
Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume One)
Full text linkThis book focuses on distance education research, a dire need in the field, especially in Africa and other developing contexts. \u27Distance education\u27 in this book has been used as an umbrella term for any form of education in which there is a separation between the teacher and the learner, which necessitates the use of media. The authors from a range of African countries and international experts who have had a stint of their career in developing contexts, borrowing from their wealth of experience, discuss research trends in distance education in their milieu, identifying the gaps and how this mode of delivery can be strengthened. By so doing, their passion for quality which has been a major area of concern in the field was brought to the fore. They have reiterated the fact that it is possible to enhance quality in this mode of delivery by not only conducting research but also applying its findings to theory, practice, and policy. The book is the first of two volumes.
Does Distance Education in the Developing Context Need More Research? Building Practice into Theory (Volume Two)
Full text linkThis book focuses on distance education research, a dire need in the field, especially in Africa and other developing contexts. \u27Distance education\u27 in this book has been used as an umbrella term for any form of education in which there is a separation between the teacher and the learner, which necessitates the use of media. The authors from a range of African countries and international experts who have had a stint of their career in developing contexts, borrowing from their wealth of experience, discuss research trends in distance education in their milieu, identifying the gaps and how this mode of delivery can be strengthened. By so doing, their passion for quality which has been a major area of concern in the field was brought to the fore. They have reiterated the fact that it is possible to enhance quality in this mode of delivery by not only conducting research but also applying its findings to theory, practice, and policy. The book is the second of two volumes.