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- Volume 23, Issue 1, 2009
South African Journal of Higher Education - Volume 23, Issue 1, 2009
Volumes & issues
Volume 23, Issue 1, 2009
Author Y. WaghidSource: South African Journal of Higher Education 23, pp 1126 –1132 (2009)More Less
The contributions in this special issue have one thing in common: they all highlight the unattentiveness of higher education research to inquiry into and about teaching and learning in South Africa over the past decade. In this article I explore this claim in relation to the first four essays in this volume. Then, in relation to my own narrative(s) about teaching and learning, I argue for a reconceptualised notion of teaching and learning which involves cultivating forms of deliberative engagement.
Author Divala JosephSource: South African Journal of Higher Education 23, pp 1133 –1147 (2009)More Less
This article makes an argument for a system of higher education governance that allows the university some freedom but one that manages to offer a critical examination of the lived circumstances of people and their worldview. This proposal for higher education autonomy on the continent is in tandem with Africa's experiences as well as giving space for universities to be globally competitive in the knowledge economy. The article proposes to do this firstly by examining how questions of autonomy are under ridden in different forms or structures of governance. This is followed by a short analysis of forms of governance that prevail in most universities on the African continent. The article ends in proposing situated autonomy, one that carries elements of both liberalism and communitarianism, as a better way of understanding autonomy given Africa's particular history and its trajectories.
Author J. SlamatSource: South African Journal of Higher Education 23, pp 1148 –1160 (2009)More Less
In the first part of this article I develop a rich account of education that is different to the prevailing dominant instrumentalist notions of education in South Africa. In the second part I explore the implications of this alternative view of education for teacher education.
Author C. ReddySource: South African Journal of Higher Education 23, pp 1161 –1173 (2009)More Less
Changing times in teacher education has been a long mantra and many changes have been occurring globally in this sector of higher education. In South Africa teacher education change has been linked to changes in the broader education processes and includes policy changes and the development of regulatory frameworks which all impacted on practice of teacher educators. My own experiences as a teacher educator are based largely on my shift from school teacher to teacher educator has, almost paralleled the major shifts in teacher education in South Africa. In this article I sketch the development of my own practice as a teacher educator and highlight some of the changes that have affected my practice as a teacher educator in a faculty of education. In my opinion this process of almost a decade represents a tale of rigid practices in and around messy realities against a backdrop of shifting sands of national changes in teacher education. I present this mix of policy, institutional and personal practice as interconnected processes that are inextricably linked influencing and influenced by each other, in a sense what Robinson (2003) refers to as a tension between reform through legislation and reform through personal and institutional vision building. My main contention is that real change cannot be effected by policies alone or by changing approaches in terms of current practice and paradigmatic orientations but that more contextualised responses are necessary for reconceptualisation and not just tinkering for transformation of teacher education.
Reflections on teaching and implications for Higher Education in South Africa : an autobiographical accountAuthor P.A.D. BeetsSource: South African Journal of Higher Education 23, pp 1174 –1190 (2009)More Less
According to Martin, Benjamin, Prosser, and Trigwell (1999), the scholarship associated with teaching consists of three related activities which integrate the key functions of higher education, namely engagement with the existing knowledge on teaching and learning; self-reflection on teaching and learning in one's discipline; and the public sharing of ideas about teaching and learning within the discipline. This article attempts to address these three aspects. In this account I reflect systematically on my teaching as it has developed over three decades. I reflect on my actions and those of my learners and later my students; I make careful judgments about my observations, while integrating insights gained from related research; I (re)evaluate the intended educational outcomes - all in an attempt developed a 'scholarship of teaching', but more specifically pedagogies that will optimize the learning of my students.
These reflections, however, cannot be isolated from my lived experiences - those from my childhood, the teachings that I received, and the teaching in which I have been involved in the past. Likewise, my thinking about my thinking of and on teaching cannot be divorced from my role as a teacher educator and the local realities that teachers face. I will start my reflections by going back to my experiences in my first teaching post. This will be followed by reflections on my experience as a teacher educator in the former colleges of education, on my time at a provincial education department and then on my current teaching. I will end this narrative by attempting to synthesise my personal reflections against the background of my perceived academic task.
Source: South African Journal of Higher Education 23, pp 1191 –1203 (2009)More Less
In this article we argue for a conception of learning to be connected to the achievement of cosmopolitan norms and virtues which need to influence the way we understand and undertake learning and teaching in higher education in Africa. Our contention is that learning in universities on the African continent can more appropriately respond to some of the societal and political challenges Africa faces if it were to be connected to the appropriation of virtues such as democratic iterations, hospitality and collegiality. Making a case for learning and cosmopolitanism, we are mindful of the idea that African higher education systems are characterized by a history of colonisations and the fight for liberation / independence. Both these influences have resulted in remodelling and reconfiguring higher education rather than transforming it. In contrast, this article indicates a way forward by proposing a cosmopolitan approach as one that is best suited to moving higher education to greater heights.