欧美福利100000

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Epistemic Disruptions in Reconstituting Higher Education Pedagogy in South Africa: The Student and Management Perspective

Home 禄 Faculty of Education 禄 Research 禄 SARChI Chairs 禄 South African Research Chair in Teaching and Learning 禄 Projects 禄 Socially Just Pedagogies and Curriculum Decolonisation 禄 Epistemic Disruptions in Reconstituting Higher Education Pedagogy in South Africa: The Student and Management Perspective
The project involves six universities: 欧美福利100000 of Johannesburg (UJ), Cape Peninsula 欧美福利100000 of Technology (CPUT),
欧美福利100000 of KwaZulu Natal (UKZN), 欧美福利100000 of Fort Hare (UFH), and Sol Plaatje 欧美福利100000 (SPU). It aims to build a rigorous
research base to expand knowledge in two key areas鈥攖he COVID-19 pandemic and student-led decolonisation movements in South African higher education.
The project acknowledges the significant epistemic disruptions caused by these two critical issues within the higher education landscape.

Selected Publications:

  1. Chiramba, O. (2021). Integrating resilience in teaching and learning in South African universities in the COVID-19 era: A scoping review.
    African Perspectives of Research in Teaching and Learning, 5, 112鈥�127.
  2. Tella, O., & Motala, S. (Eds.) (2020). From Ivory Towers to Ebony Towers: Transforming Humanities Curricula in South Africa, Africa and African-American Studies.
    Auckland Park: Jacana.
  3. Rensburg, I., & Motala, S. (2020). Higher education reform revisited: Fault lines and opportunities, pathways to higher education reform.
    In I. Rensburg, S. Motala, & M. Cross (Eds.), Transformation in Higher Education in South Africa. Rotterdam: Sense Publishers.