http://cristal.ac.za/index.php/cristal/issue/feed Critical Studies in Teaching and Learning (CriSTaL) 2020-08-11T14:54:47+00:00 Daniela Gachago cristaljournal@gmail.com Open Journal Systems <p>Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that describe, theorise and reflect on teaching and learning practice in higher (university) education continentally and globally. The editors welcome contributions that are critical and well-researched, whether they are analytical, theoretical or practice-based, as well as contributions that deal with innovative and reflective approaches to higher education teaching and learning. We are particularly interested in articles that have relevance to the South African educational context.</p> <p>&nbsp;</p> http://cristal.ac.za/index.php/cristal/article/view/297 Editorial 2020-08-11T14:49:43+00:00 Daniela Gachago gachagod@cput.ac.za 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Daniela Gachago http://cristal.ac.za/index.php/cristal/article/view/229 Crossing borders as ‘new’ academics in contested times: Reflexive narratives of curriculum change and transformation 2020-08-11T14:52:46+00:00 Bradley Rink brink@uwc.ac.za Kharnita Mohamed kharnita.mohamed@uct.ac.za Asanda Ngoasheng an458@sussex.ac.uk Kasturi Behari-Leak kasturi.behari-leak@uct.ac.za <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This paper takes a reflexive and narrative approach to exploring three academics’ journeys of curriculum transformation at the height of the #Rhodesmustfall and #Feesmustfall movement in South Africa. Their narratives tell the story of individual and shared border crossings which illustrate how ‘new’ academics transcend limitations and separations between people, knowledge and curricula. Decoloniality in curricular and pedagogical change are explored through the lenses of the three academics and an academic developer supporting their journey. The narratives show that decolonial curricular and pedagogies are about good teaching and a greater understanding of students and their needs. Authors’ reflexive narratives are deeply informed by the contexts in which they are implementing curriculum transformation. This paper is underpinned by the theoretical framework of Archer’s social realism, reflexive curricula, and border crossing. Reflecting on their curriculum transformation journeys, the authors come to realise that openness to learning is the key ingredient required for curriculum change to take place so that higher education can be accessible and relevant to the majority of students.</p> </div> </div> </div> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Bradley Rink, Kharnita Mohamed, Asanda Ngoasheng, Kasturi Behari-Leak http://cristal.ac.za/index.php/cristal/article/view/225 Engaging head and heart in disciplinary learning: Insights from a threshold concepts-infused university programme 2020-08-11T14:53:46+00:00 Jessica Goebel schroenn@ukzn.ac.za Suriamurthee Maistry Maistrys@ukzn.ac.za <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Deeper understanding of the factors that influence the course of disciplinary learning could help educators to facilitate the process more effectively. The Threshold Concepts Framework (TCF) encompasses cognitive, affective, and contextual aspects of learning, but has not fully examined the dynamics of the process. We explored students’ experiences in a TCF-aligned, cooperative learning programme in economics at a South African university. Through Interactive Qualitative Analysis, data was generated through focus groups, interviews, and written reflections. From the detailed descriptions of their learning, rendered in students’ voices, we abstract a representation of disciplinary learning as a challenging and transformative process, requiring that students engage with both head (cognition and metacognition) and heart (conation, affect, and identity). If the discipline as experienced aligns with students’ sense of self, learning is more likely to be meaningful, facilitating the engagement of their inner resources to sustain academic commitment and enhance cognitive and metacognitive development.</p> </div> </div> </div> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Jessica Goebel, Suriamurthee Maistry http://cristal.ac.za/index.php/cristal/article/view/227 Zooming-in, zooming-out: Addressing ideology on a post-Apartheid South African university campus 2020-08-11T14:53:16+00:00 Sharon Rudman Sharon.Rudman@mandela.ac.za <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Ideologically constructed notions of the ‘other’ serve to entrench divisions and effectively keep those perceived as ‘different’ at arm’s length. In South Africa, the practice of defining oneself and others according to racial and ethnic categories continues to dictate perceptions of identity. Because of the nature of ideology, such perceptions prove elusive and difficult to address, particularly so for those most influenced by such beliefs. This paper suggests that a curriculum which aims to disrupt such common-sense notions could be well-served by the inclusion of sound theoretical content on ideology, linked to simple and transferable strategies which could be used to address ideological notions. The strategies of ‘zooming-in’ and ‘zooming-out’ were developed within the context of a first year university course on ‘language and ideology’ and have proven to be effective in enabling students to engage with ideological assumptions, including those relating to the identity of the ‘other’.</p> </div> </div> </div> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Sharon Rudman http://cristal.ac.za/index.php/cristal/article/view/219 Affective assemblages matter in socially just pedagogies 2020-08-11T14:54:17+00:00 Abdullah Bayat abbayat@uwc.ac.za Veronica Mitchell veronicaannmitchell@gmail.com <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Social justice in higher education is a core concern in South Africa. It involves matters of pedagogy, curriculum, recognition, as well as access to tertiary institutions. In light of the massification of higher education, the question that vexes many educators is how to promote student learning through pedagogical practices that are socially just in themselves and that can also promote social justice. A focus on, and sensitivity to, affect provides a way of addressing this concern. We open up our experiences as educators in different professional fields by using an ethico-onto-epistemological methodology, describing relationships that emerged from our classroom engagements. Affective forces and intensities materialising in our teaching and learning assemblages provide a novel relational approach to enacting social justice. We suggest that an attunement to the affective forces circulating in pedagogical practices has the potential to transform conventional teaching habits thereby promoting socially just teaching.</p> </div> </div> </div> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Abdullah Bayat, Veronica Mitchell http://cristal.ac.za/index.php/cristal/article/view/233 Black working-class students’ negotiation of boundaries across time and space: A longitudinal analysis 2020-08-11T14:52:15+00:00 Bongi Bangeni abongwe.bangeni@uct.ac.za Rochelle Kapp rochelle.kapp@uct.ac.za <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This article critiques representations of black South African students as victims, as colonised by academic discourse or as entitled millennials in the current debates about decolonisation in higher education. It argues that, albeit from different ideological perspectives, such representations depict black students’ experiences as homogenised and reified, and separate identity from the processes of learning. We draw on data from two qualitative longitudinal studies to analyse the ways in which black working-class students are positioned by the expected subject positions within the academy and at home. We illustrate the diverse and contradictory ways in which the participants reposition themselves as they straddle the boundaries of home and the academy over time. The article argues that the activity of straddling boundaries and making meaning from a diversity of positions is situated agentic work, and is central to learning, to critical engagement, and to enabling new ways of knowing and being.</p> </div> </div> </div> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Rochelle Kapp, Bongi Bangeni http://cristal.ac.za/index.php/cristal/article/view/234 Reimagining academic identities in response to research demands at Universities of Technology 2020-08-11T14:51:45+00:00 Thobani Gumbi thobanig@dut.ac.za Sioux McKenna s.mckenna@ru.ac.za <p>In the last volume of this journal, Garraway and Winberg called for a reimagination of Universities of Technology (UoT) within the South African higher education system. This article continues that conversation by looking at the implications that the formation of the UoT had for academics’ identities. Technikon lecturers’ identities were closely tied to workplace expertise, but demands for research in UoTs have changed this. A social realist analysis of interviews with fifteen academics at three UoTs finds that research remains a contested issue. Interviewees understood research to take the form of acquiring postgraduate qualifications, rather than as an ongoing activity tied to their identities. Echoing Garraway and Winberg’s study, the bureaucratic nature of the institutional culture was referred to as a constraint. There was also a view that for this programme, Dental Technology, a demand for research was needed from industry if this was to be a valued aspect of academics’ identities.</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Sioux McKenna, Thobani Gumbi http://cristal.ac.za/index.php/cristal/article/view/252 Curriculating from the Black Archive – Marginality as novelty 2020-08-11T14:51:15+00:00 Siseko Hudson Kumalo jdd@up.ac.za <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The Black Archive is constitutive of works of literato such as JT Jabavu, Nontsizi Mgqwetho, the artist Gerard Bhengu, and musicians like Busi Mhlongo. This collective resource, which should play a crucial role in curriculating, compels us to consider two questions when rethinking Philosophy curricula: First, pedagogically, how does the epistemic access that the Black Archive affords our context facilitate justice? Second, and importantly, how does it help up in achieving justice? I, here, answer these questions in three moves. First, I consider certain key propositions; namely that decolonisation facilitates epistemic access, and that epistemic access in turn facilitates justice (historical, epistemic, and social). Second, I demonstrate how these propositions require the Black Archive (in South Africa) in order to be held as valid. I demonstrate this claim in Philosophy using Dumile Feni’s African Guernica, and in Curriculum Studies, through analysing W. W. Gqoba’s Ingxoxo Enkulu Ngemfundo. I conclude by prescriptively outlining uses for/of the Black Archive, guarding against misappropriations that derail justice as I treat it, safeguarding this corpus from epistemic arrogance that maintains that knowledge is valid only insofar as it is developed by white scholars.</p> </div> </div> </div> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Siseko Hudson Kumalo http://cristal.ac.za/index.php/cristal/article/view/208 From use to influence: Student evaluation of teaching and the professional development of academics in Higher Education 2020-08-11T14:54:47+00:00 Rejoice Nsibande rejoice.nsibande@wits.ac.za <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The literature raises concerns that Student Evaluation of Teaching (SET) is not always used effectively to transform teaching practice in higher education. This paper reports on a study that was conducted across four faculties of a research-intensive university in South Africa to examine 17 academics’ engagement in a self-driven SET process. Kirkhart’s integrated theory of evaluation influence was used to analyse the collected data. Findings indicate that participation in self-driven SET influenced the academics to reflect deeply on their approaches, to prioritise context specific challenges and to interrogate elicited feedback to better understand students and their own engagement with teaching and learning. I argue that the use of SET in evaluating performance, limits and underplays the importance of personal and contextual factors that are crucial to support effective practices. The paper suggests that to complement the unavoidable institutional standardised processes whilst ensuring effective SET, robust self-driven processes should be promoted.</p> </div> </div> </div> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Rejoice Nsibande http://cristal.ac.za/index.php/cristal/article/view/294 Linguistic disobedience: Restoring power to civic language 2020-08-11T14:50:44+00:00 Hadiza Kere Abdulrahman hadiza.abdulrahman@bishopg.ac.uk <p>Review of: Komska, Y., Moyd, M. and Gramling, D. 2019. <em>Linguistic disobedience: Restoring power to civil language</em>. London: Palgrave Macmillan.</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Hadiza Kere Abdulrahman http://cristal.ac.za/index.php/cristal/article/view/295 Gender and the changing face of Higher Education in Asia Pacific 2020-08-11T14:50:13+00:00 Andrea Abbas aa2452@bath.ac.uk <p>Book Review: Neubauer, D.D. and Kuar, S. (eds). 2019. <em>Gender and the Changing Face of Higher Education in Asia Pacific. </em>London: Palgrave Macmillan.</p> 2020-06-30T00:00:00+00:00 Copyright (c) 2020 Andrea Abbas