JournalTOCs

Transformation in Higher Education
Number of Followers: 4

This is an Open Access Journal

Open Access journal
ISSN (Print) 2415-0991 - ISSN (Online) 2519-5638
Published by AOSIS Publishing

[33 journals]

Black Feminist Killjoy Reading Group: Informal reading groups as spaces
for epistemic becoming
- Authors: Sharlene Khan, Fouad Asfour, Zodwa Skeyi-Tutani
  First page: 9
  Abstract: Background: This article explores the dynamics of the Black Feminist Killjoy Reading Group (BFK) of the Rhodes University Fine Art Department and the Wits University Fine Art Department, as a space of black-African feminist care for participants. It reflects on the motivation to create the group, examines methodologies employed by the facilitators, and how BFK was experienced by the killjoys that joined.Aim: The article aims to exemplify how the BFK provided a space for women-of-colour to connect with theoretical texts and to own them. It argues for the importance of reading / writing and support groups for students-of-colour in academic institutions.Setting: The article studies reading groups that were offered in two South African universities – Rhodes University and the University of the Witwatersrand – between 2016 and 2019.Methods: The article uses a range of qualitative methodologies including analysis of solicited anonymous online questionnaires, WhatsApp voice-notes sent in response to questions, as well as auto-ethnographic reflective pieces by the authors (all premised on an understanding of continuing to maintain a dialogue with Black Feminist Killjoy participants).Results: Using both black-African feminist theories in dialogue with responses from the Black Feminist Killjoy Reading Group, the article outlines aspects that ought to be considered in conceptualising reading and writing support groups in Higher Education and the relevance of extra-curricular activities in academic contexts for creating holistic communities and academic citizenry. It also exemplifies how black-African feminist theories can be transformative for students who feel it captures their lived experiences.Conclusion: The article concludes that reading groups, as supportive identitarian spaces, are crucial in the formation of scholarly identities as these assist students in ‘epistemic becoming’ through processes of familarising themselves with theories and epistemologies, establishing black-African feminist intimacy and building diverse communities, permitting difference, debate and discomfort.
  PubDate: 2022-06-08
  DOI: 10.4102/the.v7i0.152
  Issue No: Vol. 7 (2022)
What literary studies can offer sexuality education: Pre-service
teachers’ responses to an animated film
- Authors: Andy Carolin
  First page: 9
  Abstract: Background: Given the high levels of homophobia that exist in South Africa, including in its schools and universities, it is imperative that university lecturers develop integrated and transdisciplinary curriculums to educate pre-service teachers about sexuality and to empower them to incorporate lesbian, gay, bisexual, transgender and intersex (LGBTI)-inclusive resources into their own classrooms.Aim: This study aimed to contribute to the scholarship of teaching and learning by reflecting on how English literary studies can contribute to sexuality education.Setting: The context for this study is a specific undergraduate English module that forms part of the foundation phase and intermediate phase teacher education curriculums at the University of Johannesburg.Methods: This study is a self-reflective analysis of how the methodology of close reading, which is central to English literary studies, can be used to support sexuality education.Results: Despite the prevalence of homophobia in South African society, when undergraduate students in this English module (n = 356) were asked to write an essay about the representation of same-sex sexuality in a short animated film, none of them made homophobic comments.Conclusion: Paying particular attention to the analytical methodology of close reading, the author argues that a narrow focus on the storytelling techniques used within a narrative text – in a way that deliberately excludes students’ personal opinions about same-sex sexualities – offers a powerful way of facilitating a deeper understanding of the mechanisms of homophobia and heteronormativity.
  PubDate: 2022-03-17
  DOI: 10.4102/the.v7i0.162
  Issue No: Vol. 7 (2022)
Decolonising the Criminology curriculum in South Africa: Views and
experiences of lecturers and postgraduate students
- Authors: Lufuno Sadiki, Francois Steyn
  First page: 9
  Abstract: Background: For many years, the lived experiences, knowledge systems and histories of previously colonised people have been misinterpreted, removed and devalued in university teaching. The present curricula of African universities are predominantly Eurocentric and Criminology is no exception. In the wake of the #RhodesMustFall student protest action, there is a recognition and need to include African epistemology within the discipline of Criminology.Aim: The study investigated the views of lecturers and postgraduate students regarding the content, transformation and decolonisation of Criminology curricula.Setting: South African universities offering Criminology as a degree and/or academic subject.Methods: A total of 87 respondents, 42 lecturers and 45 postgraduate students, voluntarily participated in an online survey. Lecturers were purposively selected whilst postgraduate students were recruited via snowball sampling.Results: Nearly all the respondents had heard of decolonisation before, with the majority of the academic staff members being aware of it prior to #RhodesMustFall. Respondents agreed that the Criminology curriculum needs to be decolonised, with statistically significant differences emanating between black lecturers and white lecturers.Conclusion: Decolonisation and transformation have been debated for many years without meaningful translation in and changes to Criminology curricula.
  PubDate: 2022-01-27
  DOI: 10.4102/the.v7i0.150
  Issue No: Vol. 7 (2022)
Academic identities of South African black women professors: A multiple
case study
- Authors: Ncamisile T. Zulu
  First page: 12
  Abstract: Background: Literature on the academic identities of South African black women in higher education institutions predominantly focuses more on students and academics in general and less on professors. Studying the academic identities of black women is important in understanding how their reality in higher education is constructed and professors are particularly important to study as their leadership position can shape the types of opportunities and challenges they and others encounter.Aim: This article aimed to explore the academic identities of five black women professors in two South African universities and what influences them. This study uses empowerment theory to understand the way these five black women academic professors see themselves academically and what informs the way they see themselves academically.Setting: The black women professors were recruited from two South African universities in 2018.Methods: Semi-structured interviews were used to collect data from the five black women professors. Data were analysed using thematic analysis.Results: Collectively, the five participants seemed to show two academic identities: the encouraging scholarship and student learning academic identity and conducting research for (social) transformation academic identity. These identities seemed to arise from both the inspiring and discouraging encounters they had with some of their teachers and lecturers. The article has implications for policy and practice.Conclusion: The significance of the study is that it highlights themes, which can be useful to understand how black women professors talk about their identity and understand how their reality is constructed.
  PubDate: 2022-05-24
  DOI: 10.4102/the.v7i0.151
  Issue No: Vol. 7 (2022)
Table of Contents Vol 6 (2021)
- Authors: Editorial Office
  First page: 1
  Abstract: No abstract available.
  PubDate: 2021-12-30
  DOI: 10.4102/the.v6i0.181
  Issue No: Vol. 7 (2021)
Acknowledgements to reviewers
- Authors: Editorial Office
  First page: 1
  Abstract: No abstract available.
  PubDate: 2021-12-21
  DOI: 10.4102/the.v6i0.180
  Issue No: Vol. 6 (2021)
Why should an ethics of care matter in education'
- Authors: Jerome P. Joorst
  First page: 9
  Abstract: When a black 2nd-year student educator gets chased away from a school whilst doing his teaching practice for hair ‘not setting an appropriate example to learners’, the incident elicits questions about the rights of student educators during teaching practice, as well as the extent to which universities and schools care for, support and prepare student educators for the realities of schooling in South Africa. I situate the article in Transformation in Higher Education and the discourses of moral education concerning universities’ preparation of student educators in conjunction with schools in South Africa. The purpose in this article is to critically evaluate the neoliberal regulatory environment that frames education in general and how this has led to ‘uncaring’ environments in which student educators must operate during the execution of their teaching practice. I applied an ethics-of-care- approach to conceptually discuss the central role that care should play in the professional development of student educators. A decline in the level of care for student educators during teaching practice by universities and schools has an increasingly negative impact on their professional preparation which might lead to increased teacher attrition and discourage new entrants to the profession. To achieve the kind of care among teachers we envisage through education, universities and schools will have to re-examine the role of care for student educators during teaching practice.
  PubDate: 2021-10-29
  DOI: 10.4102/the.v6i0.127
  Issue No: Vol. 6 (2021)
The question of access and spatial justice in universities in sub-Saharan
Africa: A capabilities approach
- Authors: Nomanesi Madikizela-Madiya
  First page: 10
  Abstract: Background: The discussions related to access in higher education collate enrolment with the provision of education. Yet, when considering what the university education should provide, some enrolments still restrict capabilities, freedom and rights to quality education. The article argues that the debates regarding access to higher education are incomplete without addressing this divide.Aim: The article aims to expose the injustices that exist in some university spaces in sub-Saharan Africa. Space is politically and ideologically produced, a situation that legitimises a need for the exposure of injustices in terms of access to quality and dignified physical and technological resources for education. The article posits that if the spatial injustices that are embedded in the universities are not exposed, the universities will fight endless battles towards providing adequate access for students and academics.Setting: The article reports on research conducted in three of the seven universities in sub-Saharan Africa that participated in a research project.Method: A multiple qualitative case study design was followed. Data were generated through semi-structured interviews with academics and focus group interviews with students in the universities.Results: Quantity and quality of the physical and technological structures in these universities are dehumanising, unjust and unfair to students and staff who must compete economically with their counterparts in other spheres of society.Conclusion: The physical and technological structures in the universities demand a reconceptualisation of access. Presently, transformation, as it pertains to access and spatial justice, is minimal. A focussed developmental strategy is proposed for the universities in order to improve and provide relevant access to knowledge and skills for relevance and quality.
  PubDate: 2021-08-26
  DOI: 10.4102/the.v6i0.124
  Issue No: Vol. 6 (2021)
Insights on student leadership using social dream drawing: Six
- Authors: Neo T. Pule, Michelle May
  First page: 11
  Abstract: Background: Student leadership is central to the South African transformation agenda in higher education. Even so the understanding of student leadership, especially regarding its purpose and its implementation varies across contexts.Aim: This article aims to present propositions for student leadership practice considering the current diverse and often fragmented understanding of student leadership. Such propositions should aid the formation of a streamlined multi-levelled and systemic co-curriculum for student leadership that equips student leaders for their significant transformation task.Setting: The study was conducted in a South African higher education institution within the associated Student Affairs department. The university where data was collected is referred to as a historically White university.Methods: Social dream drawing was utilised to elicit data that enabled insights into student leadership. The data was analysed by pluralistically fusing discourse analysis with a psychodynamic interpretation.Results: The findings reveal a preoccupation in student leadership with South African historical narratives and the implications thereof for the present, and future, of the country. Additionally, student leaders indicated that there are complex psychological implications that result from their leadership experiences. Six propositions for student leadership are presented.Conclusion: The insights gained from the research study have the potential to contribute positively to higher education legislation and student development practice, particularly regarding the psychological conflicts that student leaders experience, and to the possible ways to resolve these. Because student leaders are key to the transformation agenda in South Africa, these insights can contribute directly towards their suitability in fulfilling this role.
  PubDate: 2021-12-14
  DOI: 10.4102/the.v6i0.138
  Issue No: Vol. 6 (2021)
Academic integrity of university students during emergency remote online
assessment: An exploration of student voices
- Authors: Anne H. Verhoef, Yolandi M. Coetser
  First page: 12
  Abstract: Background: This article examines the phenomenon of academic integrity during the coronavirus disease 2019 (COVID-19) pandemic, with particular reference to emergency online assessments in 2020.Aim: It explores academic dishonesty, cheating and plagiarism of university students during emergency remote online assessment, from the perspective of South African students.Setting and Methodology: The authors explore the approaches of different universities worldwide, as well as the extant literature on the topic. An examination of the current literature related explicitly to the COVID-19 online assessments reveals a dearth of engagement by researchers in the South African context. In order to address this lacuna, the authors rely on data generated from an institutional forum on academic dishonesty at a University in South Africa. It focuses specifically on the voices of students presented during the forum, which explained both why students are dishonest and ways to curb dishonesty.Results and Conclusion: The data generated show whilst some students were dishonest due to pandemic-related issues (like lack of monitoring), there are also other reasons, such as lack of time management, feeling overwhelmed and stressed and struggling with technology that contributes to student dishonesty. Students suggest that assessments be approached differently online to curb academic dishonesty. The paper concludes by providing some fundamental changes needed to address academic dishonesty.
  PubDate: 2021-09-27
  DOI: 10.4102/the.v6i0.132
  Issue No: Vol. 6 (2021)