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Author: Phefumula Nyoni

Abstract

Tertiary education transformation within the contemporary academic space has received increased attention especially in light of debates surrounding the relevance of education institutions within the development spectrum of the societies they are located in. The chapter draws from formal and informal conversations as well as observations to address the question on the nature of knowledge and perceptions that various parties within the tertiary education sphere hold in relation to the contributions that tertiary institutions are expected to make towards societal transformation. This is particularly with respect to the knowledge and perceptions surrounding Historically Disadvantaged Universities (HDUs) around the three pillars of academia, that is teaching, research and community engagement practices. The chapter reveals how beyond the general common understanding of a need for transformation lies a complexity of multiple voices that are not only antagonistic but further highlight the severity of the challenges faced particularly surrounding transforming HDUs in the current era.

In: Mediating Learning in Higher Education in Africa
This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education.

Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole.