1,721,113 research outputs found
Transforming university teaching and learning through a reflexive praxis
No full textCITATION: Waghid, Y. 2001. Transforming university teaching and learning through a reflexive praxis. South African Journal of Higher Education, 15(1).Publisher's versio
Compassionate citizenship and higher education re-imagining : perspectives on higher education
No full textCITATION: Waghid, Y. 2003. Compassionate citizenship and higher education re-imagining : perspectives on higher education. South African Journal of Higher Education, 17(3).Higher education re-imagining in South Africa primarily focuses on educating students to be responsible citizens. The National Plan for Higher Education (2001) aims in the first instance at cultivating in students the capacity to deliberate respectfully with one another in order to become responsible citizens. This article argues that deliberation and respect are necessary but not sufficient conditions to foster a sense of responsible citizenship. Students also need to be taught to develop the quality that Nussbaum (2001) refers to as "compassionate citizenship".Publisher's versio
On the polemic of academic integrity in higher education
Full text linkCITATION: Waghid, Y. & Davids, N. 2019. On the polemic of academic integrity in higher education. South African Journal of Higher Education, 33(1):1-5, doi:10.20853/33-1-3402.The original publication is available at http://www.journals.ac.za/index.php/sajheAcademic integrity is integral to credible scholarship. Yet, the escalation of publications and the desire to publish, even in this journal – South African Journal of Higher Education – often bring into play the important practice of academic integrity. As the rush for publications increasingly becomes an obsession, rather than an intrinsically loved scholarly activity, the ugly side of academic fraud, cheating and plagiarism begins to accelerate, and this manifests in research outputs. This introductory article takes a critical look at three significant developments in realising research outputs in higher education: Turnitin for turnitout, academic cheating and Google cutting and pasting. We proffer what academics should be doing to avoid the malaise creeping into and manifesting in higher education.http://www.journals.ac.za/index.php/sajhe/article/view/3402Publisher's versio
On the relevance of an African philosophy of higher education
Full text linkCITATION: Waghid, Y. 2021. On the relevance of an African Philosophy of Higher Education. South African Journal of Higher Education, 35(5):1-3, doi:10.20853/35-5-4871.The original publication is available at http://www.journals.ac.za/index.php/sajheNowadays, higher educational theory seems to be concerned with positional thinking that reconsiders what universities ought to accomplish to justify their existence in the realm of higher education (Waghid and Davids, 2020). I want to extend this claim by arguing in defence of an African philosophy of higher education – one that is genuine and enframes higher education as a pedagogical space for resistance, critique, deliberative iterations, autonomy, and intellectual activism. Put differently, an African philosophy of higher education is one that is not only concerned with thinking and justification but expands into notions of democratic engagement, citizenship, and activism. When the latter are present, African philosophy of higher education has a real chance of manifesting ubiquitously in higher pedagogical actions, mostly teaching and learning. Only then, it possibly maintains its relevance to higher education discourses.https://www.journals.ac.za/index.php/sajhe/article/view/4871Publisher's versio
Quality, dissonance and rhythm within higher education
Full text linkCITATION: Waghid, Y. 2019. Quality, dissonance and rhythm within higher education. South African Journal of Higher Education, 33(3):1-7, doi:10.20853/33-3-3569.The original publication is available at https://www.journals.ac.za/index.php/sajheIn this article, I argue for a position of quality in higher education commensurate with the cultivation of dissonance and rhythmic action. I focus specifically on the (South) African university and the reason why dissonance and rhythm offer pragmatic ways to respond to changes in and about university education. Without being oblivious of the tremendous strides universities have made on the African continent, my contention is that not enough has been done to ensure that quality and change have been enhanced. My argument is deconstructive and conceptual in the sense that I endeavour to imagine what universities will look like beyond merely consolidating their claims of rationality. In this article, I offer my thoughts on new imaginings for higher education as propositional pieces cohered by the central themes of dissonance and rhythm.https://www.journals.ac.za/index.php/sajhe/article/view/3569Publisher's versio
Educational leadership as action : towards an opening of rhythm
Full text linkCITATION: Waghid, Y. & Davids, N. 2016. Educational leadership as action : towards an opening of rhythm. South African Journal of Higher Education, 30(1): 23-137, doi: 10.20853/30-1-554.The original publication is available at http://www.journals.ac.zaNowadays, its seems as if higher education institutions have unobtrusively adopted leadership styles that seem to be in consonance with neoliberal, managerialist approaches to leadership in education. It has become apparent that, to lead, one has to occupy particular authoritative positions. Yet following such an account of leadership, institutional practices become more attuned to leadership styles in which it is erroneously assumed that people need to be told what to do and how they need to do it in order to meet the demands of the neoliberal and managerialism associated with the attainment of high levels of productivity within the institutions. Unfortunately, as we shall argue, such leadership approaches militate against the very idea of education and its intertwined practices. Consequently, we advocate a position of leadership in education that enhances the doing of action that opens up that to which Agamben (1999) refers to as ‘rhythm’. Education, we argue, has a better chance of being realised and sustained if institutions attune their practices towards an opening of rhythm – one that departs from an instrumentalist, leadership-by-position towards leadership that embraces rhythmic action.http://www.journals.ac.za/index.php/sajhe/article/view/554Publisher's versio
Democratic engagement as denudation : moving beyond risk taking
Full text linkCITATION: Waghid, Y. & Davids, N. 2016. Democratic engagement as denudation : moving beyond risk taking. South African Journal of Higher Education, 30(4):1-10, doi:10.20853/30-5-703.The original publication is available at http://www.journals.ac.za/index.php/sajheIn this article, we argue that democratic engagement as a form of human action can be enhanced
if enacted through disclosure. Firstly, we expand on the notion of democratic engagement whereby
human action is enacted through democratic iterations, mutual respect and humanness. Secondly,
we argue that practising humanness, such as when one learns from others, can most appropriately
be enacted when one becomes reflectively open to the new, and reflectively loyal to the known.
Thirdly, because of the latter point, we draw on Giorgio Agamben’s (2011) notion of denudation
whereby it is argued that forms of human engagement can become substantively democratic if
enacted through an unconcealed disclosedness, in other words, an unveiling of the self in which
visibility and presence (nudity) hold sway. Inasmuch as others open themselves up to one, so one
ought to disclose oneself to others in order for the encounter to remain democratic. And, when
such a form of democratic engagement assumes a form of denudation, the possibility is always
there that human action will be enacted through an unveiling of the self, which is infinitely free of
secret. Hopefully then, democratic engagement will be more unconstrained and unrestricted by
that which might be otherwise contained.http://www.journals.ac.za/index.php/sajhe/article/view/624Publisher's versio
Higher education and a 'cosmopolitanism without illusions'
Full text linkCITATION: Waghid, Y. & Davids, N. 2012. Higher education and a 'cosmopolitanism without illusions'. South African Journal of Higher Education 26(5), doi:10.20853/26-5-198.The original publication is available at https://www.journals.ac.zaWhen Mohamed Bouazizi, a Tunisian university graduate, set himself on fire to protest his loss of livelihood and the humiliation he suffered when the government confiscated his fruit and vegetable stand – a situation that sparked the subsequent Tunisian revolution on 17 December 2010 – the purpose of higher education again came under the spotlight. The kind of dystopia experienced through the subsequent Arab uprisings in many northern African countries foregrounds what higher education institutions on the African continent are supposed to do in order to deal with the political and ethnic violence we are witnessing on a daily basis. In this article we argue, firstly, that higher education cannot turn a blind eye to the perpetual violence in several African communities and, secondly, that higher education institutions should take more seriously the call for a ‘cosmopolitanism without illusions’ – one that can engender moments of democratic iterations, the recognition of human rights, and the restoration of human dignity.https://www.journals.ac.za/sajhe/article/view/198Publisher's versio
Research and development in higher education : rating or not?
Full text linkCITATION: Waghid, Y. & Le Grange, L. 2003. Research and development in higher education : rating or not?. South African Journal of Higher Education,17(1).Editorial Research and development in higher education: rating or not? Y Waghid* & L le Grange University of Stellenbosch Research and development has become a primary focus of the higher education landscape in South Africa over the past decade, particularly focus- ing on producing "knowledge interests" which take seriously the advancement of academic research and the construction of knowledge for social relevance The practice of research has become synonymous with the construction of knowledge by critical inquirers who use their disciplinary bases to explore multiple dimensions of epistemology which include aspects such as experience and reality, foundations, realism.Publisher's versio
A university without ruins : some reflections on possibilities and particularities of an African university
Full text linkCITATION: Waghid, Y. 2017. A university without ruins : some reflections on possibilities and particularities of an African university. South African Journal of Higher Education, 31(3):1-5, doi:10.20853/31-3-1337.The original publication is available at http://www.journals.ac.za/index.php/sajheRon Barnett’s (2016) Understanding the university announces that 'the university is a task without end … [and] since the university is always on the move, always moving in its spaces – economic, social, political, cultural, institutional and so on – its possibilities will always be moving on' (Barnett 2016, 9). I concur with Barnett’s cogent analytical take on the contemporary university, and draws on his three-pronged analysis, namely that a university is an institution and an idea; it is an institution in the present with future possibilities; and that it embodies a set of particulars and universals. The particulars and universals want to offer, firstly, a defence of a university as a democratic institution. Secondly, in line with Jacques Derrida’s (2004) novel thoughts on a contemporary university, I make a case for a university as a responsible institution-in-becoming within an African context, thereby bringing into contestation the notion that a university can ever be ‘in ruins’.http://www.journals.ac.za/index.php/sajhe/article/view/1337Publisher's versio
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