Transforming Teaching and Learning in Higher Education

Universities face the prospect of becoming redundant unless the way teaching and learning takes place changes. This book explores the idea of transformation and pedagogy, In particular, it will highlight how universities are transformed through a set of pedagogical interventions and stances that integrate a sense of moral and ethical purpose to learning. Actively integrating cultural pluralism in developing knowledge and understanding aspires to liberate the learner from existing power structures by fostering a desire to challenge and change the social system in which we live and connects the reality around us and its many problems to the knowledge generation process.

Builds on international interest for the #Rhodesmustfall movement Explores how socially just pedagogy can be built into 21st century higher education Questions the current knowledge generation process and its place within society

Autorentext

Ruksana Osman is a Professor of Education and Dean of the Faculty of Humanities at the University of the Witwatersrand, Johannesburg, South Africa.

David J. Hornsby is an Associate Professor of International Relations and Assistant Dean of Humanities, Teaching and Learning, at the University of the Witwatersrand, Johannesburg, South Africa.

Inhalt
Transforming Higher Education: Towards a Socially Just Pedagogy; Ruksana Osman and David J Hornsby.- Stuart Hall and Education: Being Critical of Critical Pedagogy; Nazir Carrim.- Being/Becoming an Undutiful Daughter: Thinking as a Practice of Freedom; Danai S. Mupotsa.- Creating Opportunities for a Socially Just Pedagogy in HE: The Provenance of Globalisation through an Afro Global Pedagogy; Felix Maringe.- SOTL as a Means Towards Establishing a Socially Just Pedagogy: An Institutional Case Study; Brenda Leibowitz, Kibashni Naidoo, and Razia Mayet.- How and Why do we Disturb? Challenges and Possibilities of Pedagogy of Hope in Socially Just Pedagogies; Peace Kiguwa.- Stuart Hall is Black! Curriculum Transformation in a Large Interdisciplinary First Year Course at Wits University; Nicola Cloete and Joni Brenner.- Taking Things Seriously: The Transformative Work of the Object Biographies Project; Justine Wintjes.- Race, Privilege and the Personal: Pedagogical Encounters in the Post-Apartheid Media Studies Classroom; Mehita Iqani and Nicky Falkof.- Redefining University Education in India: Pedagogy and Student Voices; Anitha Kurup and Chetan B. Singai.- Where Pedagogy and Social Innovation Meet: Assessing the Impact of Experiential Education in the Third Sector; Crystal Tremblay and Carly Bagelman.