South African Journal of Higher Education最新文献_第5页

Subverting conventional gender-based violence reporting protocols: Clothesline complaints in higher education in Mexico 颠覆传统的基于性别的暴力报告协议:墨西哥高等教育中的晾衣绳投诉

IF 0.7

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-3-4762

A. Masinire, E. Sánchez-Cruz

{"title":"Subverting conventional gender-based violence reporting protocols: Clothesline complaints in higher education in Mexico","authors":"A. Masinire, E. Sánchez-Cruz","doi":"10.20853/37-3-4762","DOIUrl":"https://doi.org/10.20853/37-3-4762","url":null,"abstract":"While international conventions with a gender perspective exist, at national level countries such as Mexico have also developed policies and programmes in favour of women’s access to a life of equality and free of violence. Such policies have been translated into institutional protocols to curb gender violence. Despite these polices, data seem to indicate that violence against women continues (UN Women 2020) and gender inequality persists. This article explores the significance of a social gender activist movement that began in 2019 called “clothesline complaints” in one of the most prestigious universities in Mexico. The article also seeks to assess the impact of this movement in other institutions using a documentary analysis research approach. Results show that the selected institutions reported a large number of complaints regarding gender violence. The article concludes that by adopting unconventional grievances reporting procedures of the “clothesline” rather than the traditional institutional protocols, more cases of gender violence can be revealed. We recommend the adoption of the clothesline approach as well as other novel ways of reporting gender-based violence. The clothesline movement presents an opportunity to re-examine the current gender violence reporting structure in higher education institutions in Mexico. Because of the global nature of gender-based violence, we also consider implications for policy and structural review of gender violence reporting protocols in South Africa and other parts of the world. Of key significance is how to integrate informal gender-based violence reports into the formal protocols of reporting without diminishing the original force of appeal which animate the informal reports.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.7,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67715758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The place of indigenous African languages in the new curriculum: An African Psychology case study 非洲土著语言在新课程中的地位:一个非洲心理学案例研究

IF 0.7

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-3-4855

Z. Cakata

引用次数: 0

Toward Eco-centric, Earth-as-School, and Love-based Curriculum and Learning: Example of a graduate course 迈向以生态为中心、以地球为学校、以爱为基础的课程与学习:以研究生课程为例

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-5-6053

H Kaur, M Khant, S Kistner, D McHugh, W Yu, C Moraga-Prieto, P Pax Andebo, J Lin

{"title":"Toward Eco-centric, Earth-as-School, and Love-based Curriculum and Learning: Example of a graduate course","authors":"H Kaur, M Khant, S Kistner, D McHugh, W Yu, C Moraga-Prieto, P Pax Andebo, J Lin","doi":"10.20853/37-5-6053","DOIUrl":"https://doi.org/10.20853/37-5-6053","url":null,"abstract":"This article puts forward love, care, and reverence for all people and our nonhuman kin as the center of posthumanist education. Opening our spiritual eye and building intimate relationships with nature and with all elements of the universe is envisioned as part of a schooling or post-schooling experience; our body, heart and spirit, along with our mind, is an essential part of learning. The article describes the experiences of students taking a graduate level course focusing on global climate change and education at a university in the United States. We use the course as an example to explore what posthumanist education entails. In this qualitative study, students taking the course, along with the faculty designing and teaching the course, describe the course curriculum and pedagogies and reflect on the course’s impact on them. Data sources include the syllabus, students’ reflection papers, nature contact journals, final projects, art works, and group conversations. Although situated in North America, the article is rich with international perspectives as student authors came from six different countries. The article posits that posthumanist education must be eco-centric and love-based, engaging students’ whole being to feel for and love Mother Nature.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135561007","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Posthumanist curriculum studies and post-schooling: Contemplations from the South 后人文主义课程研究与后学校教育:来自南方的思考

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-5-6129

P. du Preez, S. Maistry, S. Simmonds

引用次数: 0

Lecturers' perspectives of pedagogical training initiates at a University of Technology in KwaZulu-Natal, South Africa 南非夸祖鲁-纳塔尔省一所科技大学的讲师对教学培训的看法

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-5-5287

P.R. Gumede, M.P Sithole, D Gumede

{"title":"Lecturers' perspectives of pedagogical training initiates at a University of Technology in KwaZulu-Natal, South Africa","authors":"P.R. Gumede, M.P Sithole, D Gumede","doi":"10.20853/37-5-5287","DOIUrl":"https://doi.org/10.20853/37-5-5287","url":null,"abstract":"Professional development of academics in higher education in South Africa has been offered in an uncoordinated and unsustainable manner. Ever since the new dispensation, concerted efforts have been implemented to address this problem. As part of the solution, universities through their academic development units, have introduced various pedagogical training workshops to equip academics with teaching skills. This study investigates perceptions of academics pertaining to this training. A multi-method cross-sectional research design was adopted to understand lecturers’ perspectives regarding professional development. A total of 45 participants were purposefully selected to participate in the study from the academics who attended the pedagogical training. A questionnaire (closed and open-ended) was used to collect data. Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS), while thematic analysis was applied to analyse qualitative data. Results of the study revealed that the training was well-received and academic staff members felt motivated and confident to implement various instructional strategies acquired from the training. Participants expressed a need and willingness to learn and develop new instructional techniques and acquired a positive outlook on teaching and learning following the professional development training. The study recommends redesigning the pedagogical training to include ongoing support activities and customisation in addition to the generic version.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135704044","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A descriptive literature review of Recognition of Prior Learning for vocational learners in emergency medical care in South Africa 南非急诊医疗职业学习者先前学习认知的描述性文献综述

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-4-5313

D. Winstanley, C. Cunningham

{"title":"A descriptive literature review of Recognition of Prior Learning for vocational learners in emergency medical care in South Africa","authors":"D. Winstanley, C. Cunningham","doi":"10.20853/37-4-5313","DOIUrl":"https://doi.org/10.20853/37-4-5313","url":null,"abstract":"Radical advances in emergency medical care education in South Africa have resulted in both advancements and suppression. After short-course vocational training, the emergency care provider could seek employment in an emergency service. With the realignment of emergency medical care programmes to the National Qualifications Framework (NQF), these short vocational courses were phased out by 2018. Although necessary for educational advancement, these changes prevented vocationally trained emergency care providers from articulating into higher education without returning to full-time academia. Moreover, despite recognition of prior learning (RPL) policies in higher education, few institutes offering emergency medical care programmes offered this as an access option. This descriptive literature review aimed to analyse the RPL processes in South Africa and globally. Additionally, insight into RPL candidates” support requirements for postgraduate studies was gained. A systematic search of peer-reviewed journal articles, periodicals, dissertations, and governmental reports from 2000 to 2021 was conducted. Various databases were accessed, including Proquest, EBSCOhost, LearnTechLib, JSTOR, ERIC, Google Scholar, and the Thesis Repository. The lack of literature focusing on the prehospital RPL system in South Africa prompted search expansions into the field of health science internationally. Of the 401 screened sources, 19 met the researcher’s inclusion criteria. Two additional articles were sourced in a repeated search in February 2022. The findings revealed enablers and barriers for RPL students and expanded on their personal and academic transitions. The themes identified through the enablers and barriers can assist in identifying additional support for RPL students during their educational journey. Ultimately, despite vital institutional transitions in RPL processes, intrinsic motivation inspired these students to embrace the challenges they faced, and their process of personal transition and lifelong learning began.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135496067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Invoking posthumanist vistas: A diffractive gaze on curriculum practices and potential 唤起后人文主义的远景:对课程实践和潜力的衍射凝视

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-5-5988

s Maistry, I Sabelis, S Simmonds

{"title":"Invoking posthumanist vistas: A diffractive gaze on curriculum practices and potential","authors":"s Maistry, I Sabelis, S Simmonds","doi":"10.20853/37-5-5988","DOIUrl":"https://doi.org/10.20853/37-5-5988","url":null,"abstract":"Humanist discourse has assumed such an ideological normalcy to the extent that any attempts at its disruption are likely to be met with severe resistance. As such, higher education curriculum design and curriculum content continue to be largely anthropocentric, buoyed by human-centred neoliberal principles that have gradually encroached the academe. To explore ways out of the dilemma, we draw on wild pedagogy theory (Jickling 2015; Mcphie and Clarke 2015; Springgay and Zaliwska 2017; Jickling et al. 2018b) as a means to challenge the straitjacket constraints of neoliberal higher education. Over time, the wild has been banished from classrooms: the call for wild pedagogies might mean that we have reached the limits of the “tamed” ‒ and we have tamed a lot in order to offer a “one size fits all” approach to (higher) education (Jickling et al. 2018a). The tendency for higher education to teach more and more people in less and less time, has implied an understanding of teaching that is characterised by efficiency and processing, at the cost of the process of learning as a relational becoming with the world in the posthuman condition we live in (Braidotti 2019). In this article, vignettes are used to offer an account of our critical posthumanist incursions as university lecturers into curriculum practices. We use a diffractive gaze to present the generative potential of non-anthropocentric approaches as well as the struggles that these present as we strive to de-center our humanistic tendencies towards curriculum knowledge and teaching within the neoliberal space, we find ourselves.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135610489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Can virtual reality have a positive influence on student engagement? 虚拟现实能对学生的参与度产生积极影响吗?

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-5-5815

M Grewe, L GIE

{"title":"Can virtual reality have a positive influence on student engagement?","authors":"M Grewe, L GIE","doi":"10.20853/37-5-5815","DOIUrl":"https://doi.org/10.20853/37-5-5815","url":null,"abstract":"Through the rapid development of virtual reality (VR), South African Higher Educational Institutions (HEIs) have shown interest in the potential VR has in teaching and learning practices. HEIs are further urged by the South African government to use cutting edge educational technology (edtech) tools to promote student engagement and limit the high dropout rates noticeable in HEIs. The researcher explored the perceived impact VR can have on student engagement. A qualitative research methodology was adopted for this study and the research instruments included open-ended questionnaires, semi-structured interviews, and a true experiment. Thirty-six participants took part in the study. The results of the study highlight a 23 per cent higher pass rate and a 180 per cent higher engagement level in students using VR as opposed to students studying via online distance learning. Two themes emerged from the results, namely: (1) the use of VR in teaching and learning, and (2) the influence VR has on student engagement levels. The results of this study further highlight that VR learning yields higher student engagement levels and as a result, students achieve higher marks. The significance of the study lies in the assistance it can offer higher educational institutions in their decision-making process of adopting VR into their teaching and learning processes.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135613889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining teaching and learning through feedback in open distance and e-learning: The views of the students 通过远程开放和电子学习的反馈来检验教学:学生的观点

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-5-5373

L.I. Lumadi

{"title":"Examining teaching and learning through feedback in open distance and e-learning: The views of the students","authors":"L.I. Lumadi","doi":"10.20853/37-5-5373","DOIUrl":"https://doi.org/10.20853/37-5-5373","url":null,"abstract":"If virtual assessment lies at the heart of the open, distance and e-learning experience, then information about student responses to the assessment is vital. Feedback is generally thought of as being conveyed by the e-tutor to the student; however, the feedback mechanisms ecosystem demonstrates that student-to-lecturer and student-to-institution are also vital types of feedback. The study followed the mixed method approach to investigate the perceptions of 148 students in the Department of Educational Management universities in South Africa. Of the participants, 143 responded to questionnaires, and the remaining 5 were interviewed by means of a semi-structured interview schedule. The findings indicate that e-tutors did provide feedback to their students, and also that the efficient provision of effective feedback is essential to student learning and continues to be a key concern for many higher education institutions. However, the study also revealed that e-tutors provided conventional, one-dimensional assessment feedback, with negative consequences for teaching and learning. It is recommended that e-tutors should give feedback that encourages students rather than expressing criticism.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135667893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Adapt or preserve: Lecturers’ experiences of teaching and learning during the COVID-19 pandemic in South Africa and their self-directedness 适应或保留:讲师在南非COVID-19大流行期间的教学经验及其自我指导

South African Journal of Higher Education Pub Date : 2023-01-01 DOI: 10.20853/37-4-4858

S. C. Mahlaba, E. Mentz

{"title":"Adapt or preserve: Lecturers’ experiences of teaching and learning during the COVID-19 pandemic in South Africa and their self-directedness","authors":"S. C. Mahlaba, E. Mentz","doi":"10.20853/37-4-4858","DOIUrl":"https://doi.org/10.20853/37-4-4858","url":null,"abstract":"The COVID-19 pandemic that has engulfed the whole world has given rise to a number of previously disguised challenges to higher educational institutions (HEIs). In the blink of an eye, lecturers had to facilitate learning in remote environments without any prior training. What aroused the interest in this study was the need to know how lecturers at one university dealt with the sudden shift to remote teaching during the pandemic. The way in which lecturers dealt with the shift may reveal their self-directedness. Using a qualitative open-ended questionnaire, we explored lecturers’ experiences of facilitating remote learning during the pandemic with the aim of uncovering their experiences and exploring how these experiences revealed lecturers’ self-directedness. The findings suggest that lecturers had both positive and negative experiences about facilitating online learning in their remote areas. We concluded that, even though lecturers experienced challenges in facilitating remote learning, most of them were able to introduce solutions to those challenges, indicating some element of being self-directed learners.","PeriodicalId":44786,"journal":{"name":"South African Journal of Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135441720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0