180 research outputs found
The significance of SOTL in the South
No full textThis editorial was written by SOTL in the South\u27s editor-in-chief, Professor Brenda Leibowitz, for the inaugural issue of the journal.
How to cite this editorial:
LEIBOWITZ, Brenda. The significance of SOTL in the South. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 1-3, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=7>. Date accessed: 12 sep. 2017.
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
Editorial: Special issue on ‘Ethics, care and quality in educational development’
No full textEditorial for the special issue of Critical Studies in Teaching and Learning, on ‘Ethics, care and quality in educational development’, guest edited by Prof Brenda Leibowitz and Dr Amanda Hlengwa
Special issue: ‘Ethics, care and quality in educational development’
No full textEditorial for the special issue of Critical Studies in Teaching and Learning, on Ethics, care and quality in educational development, guest edited by Prof Brenda Leibowitz and Dr Amanda Hlengwa
A will to write
No full textThis article is based on an interview conducted by Brenda Leibowitz with Ron Barnett, noted author of over 20 academic books and 100 articles, at the 2012 annual Higher Education Teaching and Learning Association of Southern Africa (HELTASA). The interview deals with topics including: the challenge of formulating and articulating a definite thesis, the importance of polishing and crafting drafts, keeping multiple audiences in mind, the different demands of writing articles and books, the value of poetry and fiction, how to keep going as a writer, issues of identity, and maintaining a will to write. The article continues with a set of joint critical reflections on the nature of academic writing and concludes with the suggestion that writing can enhance academics’ understanding of themselves
Afterword
No full textCITATION: Leibowitz, B. 2012. Afterword, in B. Leibowitz (ed.). Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA. 217-221. doi:10.18820/9781928357056/17.The original publication is available from https://africansunmedia.store.it.si/za/homeEarlier this year I attended a conference in Götenburg, Sweden, on integrating
language teaching into the disciplines – nothing overtly to do
with social justice or the public good. One evening after a long and
tiring day mulling over the conference proceedings, a group of conference
goers, including two from South Africa, one from Spain and one from the
United States, settled down for a drink and a (hopefully) frivolous conversation.
The conversation soon became serious. We talked about South Africa
and apartheid and the past; about Spain and its right-wing dictatorship; and
about the United States and resistance to the Vietnam war. Each of us expressed
our strong feelings about the injustices in our own countries that we
had to endure and grapple with somehow. We found ourselves comparing our
attitudes towards these ‘pasts’ with those of the younger generation that had
been born after these periods of extreme injustice. Some of our children or
students were interested in what we had to say, but sometimes they resisted
this ‘harping on’ about the past. In South Africa the term ‘born frees’ has been
coined to discuss the lives of young people born since apartheid ended.Publishers' versio
Higher Education for the Public Good: Views from the South
No full textCITATION: Leibowitz, B. (ed). 2012. Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA.The original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaBOOK BLURB: Higher education contributes to the public good in many ways. This book argues for transformational and reflexive approach that takes full account of the nature of the university, its practices and programmes. The authors of this inspiring collection discuss philosophical approaches and present empirical and practical ideas for teaching and learning at university for the public good. Four major aspects of transforming universities are explored: the purpose and ethos of the university; its conception of graduate attributes; the way prgrammes and teaching are delivered; and the institution's approach to academics and their professional development. This book will be indispensable to all universities who are evaluating their own principles and practices.Publishers' versio
Towards SOTL as critical engagement : a perspective from the "South"
No full textCITATION: Leibowitz, B. 2010. Towards SOTL as critical engagement : a perspective from the "South". International Journal for the Scholarship of Teaching and Learning, 4(2), doi:10.20429/ijsotl.2010.040207.The original publication is available at https://digitalcommons.georgiasouthern.eduIn my role as Director of a Centre for Teaching and Learning I support academics to enhance their teaching role by conducting research into teaching and learning. In some cases I am a fellow traveler, working alongside academics, and in some cases I am a team leader, providing support rather than working as a partner. I draw support from the various approaches to research on teaching, of which the scholarship of teaching and learning (SOTL) remains one of the most well known. The existence of this journal, IJSOTL, is testimony to the interest in this field, which seems to be typified by its focus on research on teaching the disciplines, (Kreber, 2007) rather than research undertaken in education faculties.https://digitalcommons.georgiasouthern.edu/ij-sotl/vol4/iss2/7/Publisher's versio
An evaluative framework for a socially just institution
No full textThe term ‘public good’ is very broad and can include a variety of ideologically informed positions. In this volume it is described by Bozalek and Leibowitz (chapter five) as a concern with participatory parity and equality, not the privileged and wealthy administering charity to the marginalised. Bozalek and Leibowitz stress the relevance of reciprocity and relationality, with reference to the ethic of care. They refer to the importance of the flourishing of human beings as a valuable end, instead of seeing human beings as instruments of economic well-being
Learning to teach as the development of practice
No full textThis chapter considers data from interviews conducted with eight vice-chancellors from both historically advantaged and disadvantaged higher education institutions (HEIs) in South Africa, as part of a larger national project on professional development of teaching and learning. It hones in on one particular interview which was a ‘hot spot’ and which ‘glowed’ (MacLure 2013) during data analysis. The perspective of vice-chancellors on learning to teach is important for providing insights into the broader context in which the process of learning to teach takes place. This is because it is vice-chancellors who are affected by both past and current policies and discourses, while also being pivotal in affecting and being affected by institutional enablements and constraints regarding learning to teach. The material discursive in terms of past and present sociopolitical discourses and policies, as well as access to resources, deeply affect learning to teach at both a systemic and institutional level. Vice-chancellors find themselves at the interface between these national and international discourses, policies, and practices as part of their specific university environments where these discourses and policies are enacted. These entanglements dynamically reconfigure learning to teach in higher education
Introduction: Reflections on higher education and the public good
No full textCITATION: Leibowitz, B. 2012. Introduction: Reflections on higher education and the public good, in B. Leibowitz (ed.). Higher Education for the Public Good: Views from the South. Stellenbosch: AFRICAN SUN MeDIA. xvii-xxvii. doi:10.18820/9781928357056/00.The original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaThere is always a potential contribution that higher education can make to the public good. In the twenty-first century specific concerns that require our attention are sustainability and global warming, human mobility and migration and peculiarly contemporary diseases such as AIDS. These can be seen as contemporary manifestations of protean and oft-recurring social and natural ills such as war and conflict, food insecurity and religious and ideological rivalries – phenomena to which higher education
applies its collective mind and know-how. The greater the technological advances we make, for example in health provision and communications technology, the greater the frustration that we cannot do more to make the world a better place. Despite the enormous potential of higher education as
an institution to contribute to the public good, it does not deliver on this potential, as Saleem Badat, the vice chancellor of Rhodes University, observes: Higher education holds the promise of contributing to social justice, development and democratic citizenship. Yet, this promise often remains unrealised
and universities, instead, frequently continue to be a powerful mechanism of social exclusion and injustice. (2010:6).Publishers' versio
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