About this book
Knowledge remains timely in education. The need for academics to contemplate its relevance, worth, use and everything in-between deems a continuous intellectual project, rather than a conundrum to be solved. This book takes the South African context by the horns as it challenges the often dormant and traditionalist ways in which higher education spaces see knowledge. Through original research and the voices of academics and students, this book argues for repurposing knowledge generation, knowledge sharing and critical pedagogy so that more inclusive teaching and learning environments can be both imagined and sustained. The contentious tensionalities that this creates for LoLT and SoTL, in particular, are unlocked so as to trouble the South African higher education landscape with the intent to proffer alternative pathways for a knowledge beyond colour lines.Prof Shan Simmonds (PhD)NWUThis edited volume bristles with fresh scholarly approaches and insights of an emergent generation of engaged scholars grappling with the issues and problems of higher education in South Africa. The issues dealt with here are varied and encompassing. They are treated with intellectual delicacy and probing sensitivity, articulacy, informed data and bold conclusions. They serve well!Prof. Kwesi Kwaa Prah, Emeritus Professor of Sociology, University of theWestern Cape, and Founder of the Centre for Advanced Studies of African Society
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Table of contents
- Acknowledgements
- About the editors
- Foreword
- Introduction
- The education debate in South Africa
- Staying stuck ā¦ Diffracting co-creation in higher education
- Introduction to the application of social justice theories in energy engineering education for socio-technicalĀ design
- Stories from the margins
- Making sense of architectural ālanguageā
- Studentsā perspectives of how multilingualism helps or hinders epistemic access in journalism education
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- The role of a university in support of first-year students
- Challenging the deficit discourse
- Traversing autonomy pathways within the scholarship of teaching and learning with context as a departureĀ point
- Views from below the glass ceiling
- Exploring lecturersā engagement with the institutional programmes at a university of technology
- Transforming the tutorial space to enhance knowledge sharing in higher education
- Insights into student teachersā identities and perspectives on the role of language in science education
- Locating indigenous knowledge in a teacher education curriculum
- Towards a socially just āpersonal theory of pedagogical practiceā (PTPP) in mathematics through a critical pedagogical lens
- Notes on contributors