scholarly journals Appraising understandings of a social justice-infused pedagogy: Adinkra symbols as probes

2019 ◽  
Vol 3 (2) ◽  
pp. 68
Author(s):  
Khaya Mchunu
Keyword(s):  
Social Justice ◽  
Teaching And Learning ◽  
New Approach ◽  
Social Justice Pedagogy ◽  
Creative Commons ◽  
Community Stakeholders ◽  
University Of Technology ◽  
Analyse Data ◽  
Group Interviews

This article explores understandings of a social justice-infused pedagogy whilst inspiring new approaches to design. Drawing on the work of Giroux (2004), hooks (2003) and Leibowitz and Bozalek (2016), amongst others, this paper offers a case study of a student project in a Department of Fashion at a Durban-based University of Technology (UoT), in which students partnered with community stakeholders on a collaborative handbag design project. The project involved using traditional Ghanaian Adinkra symbols as probes to explore how students and their community partners understand the concept of social justice pedagogy. Group interviews, photographs and thematic content analysis are used to collect and analyse data on understandings of social justice pedagogy. Consequently, three themes are discussed about the groups’ understanding of a socially infused pedagogy. Beyond their role in understanding this pedagogy, these historical symbols are noted by the groups as providing a new approach to their design process. How to cite this article:  MCHUNU, Khaya. Appraising understandings of a social justice-infused pedagogy: Adinkra symbols as probes. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 68-83. Sept. 2019. Available at:  https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=85&path%5B%5D=47   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/  

Mechanical Engineering Curriculum Review by QFD Methodology: A Case Study

2010 ◽  
Author(s):  
M. A. Satter ◽  
M. R. Satter ◽  
J. Pumwa
Keyword(s):  
Quality Function Deployment ◽  
Teaching And Learning ◽  
Mechanical Engineering ◽  
Engineering Curriculum ◽  
Planning Tool ◽  
Study Program ◽  
Curriculum Review ◽  
University Of Technology ◽  
Review Procedure

The paper deals with the design and review of curriculum of a formal study program employing the Quality Function Deployment (QFD) methodology that can take into account of the requirements of various stakeholders such as, academics, students, sponsors, employers, and accreditation agencies. Starting with a simple model for teaching and learning, in which curriculum is one of the basic elements, the paper describes curriculum review procedure employing the QFD planning tool known as House of Quality. Then, it presents a case study on the review of mechanical engineering program of the PNG University of Technology.

scholarly journals Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study

2012 ◽  
Vol 28 (4) ◽  
Author(s):  
Lee Yong Tay ◽  
Siew Khiaw Lim ◽  
Cher Ping Lim ◽  
Joyce Hwee-Ling Koh
Keyword(s):  
Primary School ◽  
Mathematics Teachers ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Ict Use ◽  
Digital Work ◽  
Group Interviews ◽  
And Mathematics ◽  
Pedagogical Approaches

<span>This case study research attempts to examine the pedagogical approaches for the teaching of English and mathematics with information communication technology (ICT) in a primary school in Singapore. The study uses the learning </span><em>with</em><span> and learning </span><em>from</em><span> ICT framework in reporting and analysing how ICT has been used in the teaching of English and mathematics. This framework also looks into the level of production (i.e., students' creation of digital work) and collaboration when learning </span><em>with</em><span> and/or </span><em>from</em><span> ICT. From the review of documents and lesson plans; interviews with teachers; group interviews with students; and questionnaire survey of the students on their frequency of ICT use, the findings seem to suggest a difference in the pedagogical approach adopted by English and mathematics teachers. The frequency of ICT use was also reported to be significantly higher in English lessons compared with mathematics lessons. Mathematics teachers primarily adopted the learning </span><em>from</em><span> ICT pedagogy with occasional learning </span><em>with</em><span>ICT approach. However, English teachers facilitated the students to learn </span><em>from</em><span> and also </span><em>with</em><span> technology,</span><em>with</em><span> production and also </span><em>with</em><span> elements of collaboration. This case study illuminates the usefulness of the learning </span><em>with</em><span> and </span><em>from</em><span> ICT as a conceptual framework in guiding both researchers and teachers to be more aware of the pedagogical implications when ICT is added in the teaching and learning process. This case study also once again suggests the pivotal role of the teacher.</span>

scholarly journals Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas

2021 ◽  
Vol 5 (1) ◽  
pp. 144
Author(s):  
Sergio Celis
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
South African ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
African Higher Education ◽  
South African Higher Education ◽  
Nancy Fraser

In this review of Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas, book reviewer Sergio Celis discusses why this book is an invitation to reimagine our participation in the higher education field, as scholars, teachers, and citizens. Keywords: Nancy Fraser, Participatory parity, South Africa, Higher education, Book review How to cite ths article: Celis, S. 2021. Nancy Fraser and participatory parity: Reframing social justice in South African higher education, edited by Vivienne Bozalek, Dorothee Hölscher, and Michalinos Zembylas. Scholarship of Teaching and Learning in the South. 5(1): 144-148. DOI: 10.36615/sotls.v5i1.178. This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Emerging response-abilities: a reflection on the 2019 SOTL in the South conference

2020 ◽  
Vol 4 (1) ◽  
pp. 69
Author(s):  
Shashi Cullinan Cook
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Context ◽  
The South ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Fourth Industrial Revolution ◽  
University Of Technology

The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine Manathunga. In this piece I reflect on the conference and identify some of the narratives that emerged from it. I share some of the discussions by keynote speakers and presenters which help to expand discourses on the interconnectedness of decolonisation, and economic, social and environmental justice, and I explain why I look to ‘Southern SOTL’ for guidance in negotiating contradictions in my teaching and learning context. In this piece I consider the response-abilities of higher educators to contribute to these urgent matters.Key words: SOTL in the South, research in teaching and learning, global South, north-south, decolonisation, 4IR, fourth industrial revolution, response-abilityHow to cite this article:Cullinan Cook, S. 2020. Emerging response-abilities: a reflection on the 2019 SOTL in the South conference. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 69-85. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=135This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Epistemic freedom in Africa: deprovincialization and decolonization by Sabelo J. Ndlovu-Gatsheni

2020 ◽  
Vol 4 (1) ◽  
pp. 89
Author(s):  
Masixole Booi
Keyword(s):  
Social Justice ◽  
United Kingdom ◽  
Key Words ◽  
Knowledge Production ◽  
Teaching And Learning ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Politics Of Knowledge

In this review of Sabelo J. Ndlovu-Gatsheni's Epistemic Freedom in Africa: Deprovincialization and Decolonization, Masixole Booi explains in detail how the book focuses on the history and politics of knowledge production and how Africa has been located on the marginal lines of such ‘knowledge production’.Key words: decolonisaiton, politics of knowledge, epistemic freedom, social justice, epistemic justiceHow to cite this article:Booi, M. 2020. Book review: Ndlovu-Gatsheni, S.J. 2018. Epistemic Freedom in Africa: Deprovincialization and Decolonization. Abingdon, United Kingdom: Routledge. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 89-96. April 2020. Available at:https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=143This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Technology and the Human Dimension: Using Web-Based Technology to Develop and Record Generic Capabilities. A Library and Information Studies Case Study

10.28945/2659 ◽  
2003 ◽  
Author(s):  
Helen Partridge ◽  
Gillian Hallam
Keyword(s):  
Student Development ◽  
Personal Development ◽  
Teaching And Learning ◽  
Web Based ◽  
University Of Technology ◽  
Library And Information Studies ◽  
Information Studies ◽  
Invaluable Tool ◽  
Practical Implications

The Queensland University of Technology (QUT) is committed to ensuring that its students are not only discipline savvy but also skilled in generic capabilities. To facilitate the development of generic capabilities within its educational programs QUT has supported a project, which involved the creation of a web based tool known as the Student Capability Profile (SCP). The SCP aims to be a dynamic and flexible vehicle for documenting individual student’s personal development and growth within the broad spectrum of workplace skills. The SCP will be an invaluable tool, especially in the recruitment process, as it will allow students to inform potential employers of their achievement and growth within generic capabilities. This paper will explore a case study of how the system is being used in teaching generic capabilities such as teamwork and communication skills within library and information studies. The paper discusses the practical implications of using technology to facilitate student development of generic capabilities and how it impacts on the teaching and learning process.

scholarly journals Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era

2020 ◽  
Vol 36 (COVID19-S4) ◽  
Author(s):  
Khadijah Mukhtar ◽  
Kainat Javed ◽  
Mahwish Arooj ◽  
Ahsan Sethi
Keyword(s):  
Online Learning ◽  
Lesson Plan ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning Modalities ◽  
Creative Commons ◽  
University College ◽  
Teachers And Students ◽  
Group Interviews

Objective: During COVID-19 pandemic, the institutions in Pakistan have started online learning. This study explores the perception of teachers and students regarding its advantages, limitations and recommendations.Methods: This qualitative case study was conducted from March to April 2020. Using maximum variation sampling, 12 faculty members and 12 students from University College of Medicine and University College of Dentistry, Lahore were invited to participate. Four focus group interviews, two each with the faculty and students of medicine and dentistry were carried out. Data were transcribed verbatim and thematically analyzed using Atlas Ti.Results: The advantages included remote learning, comfort, accessibility, while the limitations involved inefficiency and difficulty in maintaining academic integrity. The recommendations were to train faculty on using online modalities and developing lesson plan with reduced cognitive load and increased interactivities.Conclusion: The current study supports the use of online learning in medical and dental institutes, considering its various advantages. Online learning modalities encourage student-centered learning and they are easily manageable during this lockdown situation. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2785 How to cite this:Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. 2020;36(COVID19-S4):COVID19-S27-S31. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2785 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Sign in / Sign up

Export Citation Format

Share Document