Higher education has transformed and continues to transform in this century, because of decolonizing the curriculum and the COVID-19 pandemic, which have added an indelible mark to the methodology of teaching and learning. Learning spaces have become open to more people through privatization, massification, e-learning platforms and internationally mobile academics, allowing individuals from diverse backgrounds to enter the academic and helping professions space.
Educators need to reskill, repurpose, redesign, and reimagine for a world that is rapidly evolving. New ways of teaching need to consider nuances of decolonization of the curriculum, deep understanding of subjects, transformative ways of imparting knowledge and technology-enhanced learning needs to be embraced.
Thus, the teaching and learning spaces in developed and developing environments move beyond the classroom to prepare 21st century citizens to embrace life-long learning. Furthermore, the content as well as processes involved in teaching and learning must be explored thoughtfully that includes the perspectives of a more inclusive wave of educators and students. Thus, this book has implications for a global scholarship, specifically during disruptive times in Higher Education. It is hoped that the book stimulates reflections so that the reader draws inspiration to find contextual relevance that extends into the real-world.
Roshini Pillay, Ph.D. (2017), University of the Western Cape, is a senior lecturer of Social Work at the University of the Witwatersrand. She has published academic journal articles, book chapters and developed a podcast called 'Social Work Khuluma'.
Sibusiso Mkwananzi, Ph.D. (2017), University of the Witwatersrand, is a demographer and senior researcher at the University of South Africa. She has presented at international conferences and published numerous opinion pieces, academic journal articles and book chapters on gender, gender-based violence, the application of quantitative research methods to contextual analysis of phenomena as well as the health of vulnerable populations.
Sharon Moonsamy, Ph.D., is an Associate Professor at Wits University, Head of the School of Human & Community Development, and a speech-language pathologist. Her teaching and research include areas of child language, literacy and cognition, and is justified on social justice. Her scholarly profile includes conferences, journal and book publications.
Foreword: Who Is to Educate the Educator?
Sabelo J. Ndlovu-Gatsheni List of Figures and Tables
Notes on Contributors
Roshini Pillay, Sibusiso Mkwananzi and Sharon Moonsamy
PART 1: Theoretical Frameworks underlying Teaching and Learning
1 Cultural-Historical Activity Theory and Dialectics for a Transformative Agency Agenda in Higher Education: The Example of a Formative Intervention on Academic Dishonesty
2 Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation
3 Vygotsky Meets Freud: Reflections on the Integration of the Cultural Historical Activity Theory to a Psychoanalytically Grounded Therapy Case in a Teaching and Learning Context
PART 2: Narratives of Students in Higher Education
4 The Perceptions of Speech Language Bi/Multilingual Additional Language Students on Their Intercultural Communication with Clinical Educators in Gauteng, South Africa
Nomfundo Mbatha and Anniah Mupawose
5 Culture and Gender Dimensions on Educational Pursuit in Higher Educational Institutions: Narratives from Northern Central Nigeria
Sultan Khan and Babatunde Emmanuel Durowaiye
6 E-learning and Intercultural Online Education Pre- and Post-Covid-19
7 University Teaching under Pandemic Contexts and Beyond: A Conceptual Framework for Helping Academic Economists in Universities
PART 3: Teaching and Learning Strategies
8 Creating Community-based Clinical Experiences in Communication Sciences and Disorders: Opportunities for Innovation and Changing Perspectives
9 Forces against Decoloniality in Higher Education: The Case of the Helping Professions
Sibusiso Mkwananzi, Roshini Pillay, Simangele Mayisela, Anniah Mupawose and Sharon Moonsamy
10 Freiform: A Participatory Process to Prepare Social Work Students for the Field at the University for Applied Sciences and Arts Northwestern Switzerland
Nina Hatsikas-Schroeder, Jeremias Amstutz, Regula Kunz, Mira Muheim and Peter Zängl
11 Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices
Matumo C. Ramafikeng
12 Rethinking Language and Assessment in a Higher Education Institution: A 21st Century Perspective
Shanta Balgobind Singh
13 Reflection Skills in Social Work: A Case Study
Roshini Pillay, Grace Khunou and Munyane Mophosho
14 An Exploration of Decolonial Transdisciplinary Curriculum Change in Higher Education
Harsha Kathard and Adheesh Budree
15 Decolonising the Curriculum at Unisa: The Case of an Anthropology Module
Nompumelelo Zodwa Radebe
16 Theorising Being and Becoming Collective and Reflexive Helping Professionals: A CHAT Perspective
Najma Agherdien, Rieta Ganas and Sipho Hlabane
All interested in teaching and learning in higher education within a rapidly changing world.