bluuebunny/crossref_metadata_2025_split huggingface dataset:
Decolonising the curriculum: Southern interrogations of time, place and knowledge
Authors: Manathunga Catherine 
Published: April 2020

Despite decades of postcolonial, Indigenous and feminist research, dominant Northern knowledge continues to claim universality across time and space in many academic disciplines and continues to ignore geopolitical power struggles over knowledge. This has taken on a particular urgency in South Africa since the #RhodesMustFall and #FeesMustFall student campaigns beginning in 2015. The international Scholarship of Teaching and Learning (SOTL) field has only begun to grapple with the implications of Southern theory for teaching and learning. In this article, I focus on Southern interrogations about time, place and knowledge and what they offer us in terms of decolonising the curriculum and southernising SOTL. I apply these theoretical resources to the need to trouble taken-for-granted knowledge hierarchies between Northern and Southern knowledge and argue for a truly dialogic knowledge exchange and redistribution of epistemological privilege. I illustrate how these theoretical resources can be applied to the site of intercultural postgraduate supervision and conclude by extrapolating the implications of this theoretical work to efforts to decolonise the undergraduate and postgraduate university curriculum.
How to cite this article:
MANATHUNGA, Catherine. Decolonising the curriculum: Southern interrogations of time, place and knowledge. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 95-111, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=23

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Enlivening pedagogical methods in the classroom through visual arts
Authors: Berman Kim , Netshia Shonisani 
Published: April 2020

The call for ‘decolonising’ the curricula by the #FeesMustFall student-led protest movement, in response to an increase of fees at South African universities from 2015, presents educators with the challenge of engaging more relevant methodologies for teaching and learning local content that are appropriate for revised approaches in higher education. Our question in response to this challenge is: how do we enliven curricula and develop pedagogical approaches that can engender a sense of belonging for incoming first-year students and prevent polarising tendencies in the classroom? The visual arts are well positioned to disrupt divisions and stereotypes and offer creative ways to explore patriarchal and colonial power relations. Arts provide safe and empathetic ways for incoming students to gain perspective on their situations from both insider and outsider positions, and to develop a compassionate and enlarged view of the world.
In this paper, we introduce some definitions and theoretical positions of decolonising frameworks in the classroom and present a series of first-year classroom interventions as examples of praxis. It is our contention that the arts create the conditions for equalising a classroom space through directing visual processes to engage issues such as the polarisation of race and class. Students are able to engage with ways of responding to their own understandings of how they see themselves as African students.
How to cite this article:
BERMAN, Kim; NETSHIA, Shonisani. Enlivening pedagogical methods in the classroom through visual arts. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 4-20, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=26

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Reflection on a collaborative teaching project about gender inequality: students learning by doing through transdisciplinarity
Authors: Sitto Karabo , Davis Corné , Matema Lerato 
Published: April 2020

This article reflects on a collaborative teaching and learning project that employed transdisciplinarity to guide the students’ learning experience and to expose them to different epistemologies. The departments of Digital Design and Strategic Communication at the University of Johannesburg in South Africa co-created and co-presented lectures on innovation aimed at bridging the divide between education and practice through participative collaborative learning. A key argument in this article is that to achieve learning through practice, multiple levels of knowing must be employed that transcend multidisciplinarity and interdisciplinarity, and emphasise a holistic solution-based outcome that could not be achieved otherwise. This is referred to as transdisciplinarity. From this perspective, students from two disciplines were tasked to conceptualise the social challenge of inequality in the workplace. The students needed to work together to develop communication strategies to tackle and propose solutions to their selected organisations’ poly-contextual gender inequality issues. This article is a retrospective evaluation of the project, showcasing how a multi-pronged assessment design allowed two educators to facilitate shared collaborative spaces and mediated engagement between students, and how their collaboration yielded creative and more sustainable solutions developed by the students.
How to cite this article:
SITTO, Karabo; DAVIS, Corné; MATEMA, Lerato. Reflection on a collaborative teaching project about gender inequality: students learning by doing through transdisciplinarity. Scholarship of Teaching and Learning in the South v. 2, n. 1, p. 21-41, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=28

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Introduction to the special issue
Authors: Simpson Zach , Looker Peter 
Published: April 2020

Dr Zach Simpson and Prof Peter Looker, the editors of this second, special issue of SOTL in the South, contextualise the papers in the issue in relationship to one another. These articles were select for double-blind peer-review and publication after being presented at the SOTL in the South conference in July 2017 in Johannesburg, South Africa.
How to cite this editorial:
SIMPSON, Zach; LOOKER, Peter. Editorial: introduction to the special issue. Scholarship of Teaching and Learning in the South. v. 2, n. 1, p. 1-3, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=52

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Integrating inquiry-based learning into the Academic Literacy course to enhance student learning
Authors: Mashiyi Nomakhaya Fidelia 
Published: April 2020

In this paper, integrating inquiry-based learning (IBL) into an Academic Literacy (AL) course is examined in terms of student perceptions and experience. The study used a questionnaire to establish student perceptions and experiences of the intervention. The findings indicate that integration of IBL into Academic Literacy content could provide rich potential for promoting student engagement, and developing academic literacies, basic inquiry skills and higher-order skills. However, these benefits can only accrue if a programme-wide approach is adopted and there is collaboration between Academic Literacy lecturers and discipline experts. The findings also reveal that student identities, conceptions of learning, conceptualisations of AL, and the disciplinary context in which the IBL is incorporated into AL, all influence the success of the intervention. The study concludes that context is a key factor in the implementation of guided IBL at undergraduate level. Academic Literacy practitioners and subject specialists need to synergise their efforts and work collaboratively to achieve the learning objectives of guided IBL within AL.

How to cite this article:MASHIYI, Nomakhaya. Integrating inquiry-based learning into the Academic Literacy course to enhance student learning. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 37-52, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=33&path%5B%5D=32

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Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches
Authors: Jiménez Maite Ines , Jiménez Gladys Antonia , Márquez Carmen , Astudillo Carolina , Morales Loreto , González Lorena , Hermosilla Jonathan 
Published: April 2020

Currently, the globalization of local problems is both surprising and concerning, as the systemic impact of these problems undermines local territories and directly affects people and the environment. As these issues are inevitable, public and private initiatives have tried to find intercontinental socially responsible solutions to fight pollution, poverty and corruption, among other problems. In this sense, it is possible to find in South America a fertile field to grow awareness, but sometimes this useful marketing resource is unable to reach students within the classroom or change their views of their future professional practice. In this way, social responsibility coexists with academic capitalism practices. This article aims to show how anchoring learning in social responsibility and ethics can transform the classroom. From the students’ narratives, it can be observed that they changed their view of their professional role and transformed their discourses, integrating consideration of others into their thinking. The results lead us to question how universities influence the way in which their graduates affect the world and vice versa. The classroom, a critical, reflexive and transforming space, is the field in which this question can be answered.

How to cite this article:
JIMÉNEZ, Maite; JIMÉNEZ, Gladys; MÁRQUEZ, Carmen; ASTUDILLO, Carolina; MORALES, Loreto; GONZÁLEZ, Lorena; HERMOSILLA, Jonathan. Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 71-89, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=37&path%5B%5D=26

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The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience
Authors: O'Sullivan Nan Catherine , Hakaraia David 
Published: April 2020

Aotearoa, New Zealand, is both a bicultural nation and a multicultural society, so the need to prioritise culture in design pedagogy and practice is not only palpable but well overdue within our creative tertiary institutes. Diversities are acknowledged as highly valuable within higher education, but when they are explored as non-western cultural and creative practices, they are still sidelined as optional, or as extensions to the current teleological pathways carved out within tertiary design curricula and practice. Building on the ‘Indigenous Wisdom’ framework outlined in the emergent design provocation Transition Design, this research introduces how an appreciation of cultural acumen can benefit, enrich, critique, and radicalise current design thinking, process and praxis. This study will discuss both Māori and Pasifika world views and ideologies and illustrate how these can enrich and enable design education. The aim of this paper is to highlight an appreciation for the reciprocity and respect imbued within kaupapa Māori and the Pasifika ideology of ta-vā (time and space) and how these considerations can enhance the discipline when they are purposefully, knowingly and respectfully imbued in design thinking and praxis. This research specifically focuses on the establishment of connections as essential to both the discipline and the teaching and learning experience. To achieve this, this study will introduce commensality, the coming together around a table to break bread and boundaries, and place it within the framework of Transition Design. Having gained an appreciation of Transition Design, Māori and Pasifika world views and ideologies, and commensality, this research will exemplify instances where students have combined these considerations to enhance their design solutions, and also where pedagogy can be used to specifically enhance teaching and learning by enabling an appreciation of cultural identity and social connectivity within the learning space.

How to cite this article:O’SULLIVAN, Nan; HAKARAIA, David. The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 4-17, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=42&path%5B%5D=31

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A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university
Authors: Van Rooyen Carina , Marais Ingrid Estha 
Published: April 2020

In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning.

How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66

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Bangeni, B & Kapp, R. (eds.). 2017. Negotiating Learning and Identity in Higher education: Access, Persistence and Retention. London & New York: Bloomsbury.
Authors: Looker Peter 
Published: April 2020

Peter Looker finds that student voice comes through very strongly in Negotiating Learning and Identity in Higher education: Access, Persistence and Retention, which focuses on the pathways of black working-class, first-generation, tertiary students. The book is a volume of the Bloomsbury series ‘Understanding Student Experiences in Higher Education’.

How to cite this book review:LOOKER, Peter. Book review: Bangeni, B & Kapp, R. (eds.) 2017. Negotiating Learning and Identity in Higher education: Access, Persistence and Retention. London & New York: Bloomsbury. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 92-94, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=81&path%5B%5D=28

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Kerfoot, C & Hyltenstam, K (eds.). 2017. Entangled discourses: South-North orders of visibility. Oxon: Routledge.
Authors: Manathunga Catherine 
Published: April 2020

Catherine Manathunga reviews Caroline Kerfoot and Kenneth Hyltenstam’s Entangled discourses: South-North orders of visibility which “explores the multiple entanglements of Northern and Southern linguistic, cultural and knowledge systems”. As a historian, Manathunga believes this edited collection offers “fresh frameworks for a wide variety of disciplinary experts seeking to grapple with the complexities of contemporary globalisation, capitalism, colonialism and imperialism”.

How to cite this book review:MANATHUNGA, Catherine. Book review: Kerfoot, C & Hyltenstam, K (eds.) 2017. Entangled discourses: South-North orders of visibility. Oxon: Routledge. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 90-91, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=82&path%5B%5D=27

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Book review: Rodriguez, CO. 2018. Decolonizing academia – poverty, oppression and pain. Nova Scotia: Fernwood.
Authors: Rashied Naiefa 
Published: April 2020

Naeifa Rashied argues that Clelia Rodriguez' book Decolonizing academia - poverty, oppression and pain "does a lot more than reflect on curriculum. Its unconventional, poetic, first-person tone highlights injustices experienced from all angles in higher education which makes it a valuable read".

How to cite this book review:
RASHIED, Naiefa. Book review: Rodriguez, CO. 2018. Decolonizing academia – poverty, oppression and pain. Nova Scotia: Fernwood. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 113-114, Apr. 2019. Available at:
https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=104&path%5B%5D=38

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Designing EthAKUL: a mobile just-in-time learning environment for bioethics in Pakistan
Authors: Naseem Azra , Ghias Kulsoom , Bawani Sohail , Shahab Mohammad Ali , Nizamuddin Sameer , Kashif Waqar , Khan Kausar S , Ahmad Tashfeen , Khan Murad 
Published: April 2020

In developing countries such as Pakistan, bioethics has not been included in mainstream thinking in medical education. The authors’ experiences suggest that current methods of teaching bioethics are problematic as students are unable to translate theory to practice. Alternative pedagogies, such as just-in-time learning (JiTL) using mobile devices, may be able to foster the development and implementation of ethical reasoning among nurses, doctors, and medical and nursing students. This research was conceived to determine the effectiveness of mobile JiTL – anytime, anyplace learning through mobile devices – for teaching bioethics. After obtaining ethical clearance, a participatory design (PD) approach was adopted to ensure input from all stakeholders for the design of ‘EthAKUL’, comprising a mobile app, five modules and just-in-time pedagogy. The name of the app is an acronym evoking ethics, learning and the university where the project originated. As a part of the design process, three PD workshops were held with junior doctors, nurses, nursing students, medical students and bioethics teaching faculty, and five meetings were held with faculty members, to discuss functional specifications and user-acceptance testing of the app. The feedback related to the nature of common ethical issues encountered in clinical settings, the existing process of teaching and learning bioethics, and the requested features of the app were recorded. These data sets were analyzed and synthesized into functional and technical specifications for the mobile app. The software programmers developed the app with the close involvement of the stakeholders. The development of teaching content continued alongside this process. While this enabled EthAKUL’s developers to incorporate needs of all stakeholders, challenges were encountered in the process relating to the pragmatic and conceptual aspects of JiTL, ML and PD. We discuss the implications of this research in bringing about transformative changes in higher education.

How to cite this article:
NASEEM, Azra; GHIAS, Kulsoom; BAWANI, Sohail; SHAHAB, Mohammad Ali; NIZAMUDDIN, Sameer; KASHIF, Waqar; KHAN, Kausar S; AHMAD, Tashfeen; KHAN, Murad. Designing EthAKUL: a mobile just-in-time learning environment for bioethics in Pakistan. Scholarship of Teaching and Learning in the South. v. 3, n. 1, p. 36-56, Apr. 2019. Available at:
https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=70&path%5B%5D=40

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