Critical Studies in Teaching and Learning (CriSTaL) https://cristal.ac.za/index.php/cristal <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> The University of the Western Cape en-US Critical Studies in Teaching and Learning (CriSTaL) 2310-7103 Editorial https://cristal.ac.za/index.php/cristal/article/view/507 Mary Masahela Talita Calitz Copyright (c) 2021 Mary Masahela, Talita Calitz http://creativecommons.org/licenses/by/4.0 2021-12-10 2021-12-10 9 2 i iii 10.14426/cristal.v9i2.507 The ruptures in our rainbow: Reflections on teaching and learning during #RhodesMustFall https://cristal.ac.za/index.php/cristal/article/view/492 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>In this paper, I attempt to explore and theorize the “ruptures” in our rainbow nation through foregrounding higher education in general and teaching and learning practices in particular. I rely on Morrow (2009), in particular his intellectual and philosophical contributions on epistemological access to make two contributions. Firstly, I argue that South African higher education urgently needs to re-conceptualize the theoretical understanding of “access” beyond formal, simplistics notions. Secondly, I hope to show how a re-adoption of Morrow’s understanding of epistemological access can enable progressive engagements between academics and students in both having respect for and a critical understanding of the different disciplines and knowledge(s) in higher education. I suggest that a return to Morrow’s idea of epistemological access will not only enable us to make the make the necessary “repairs” to our rainbow nation but it will also enable us to better respond to the progressive and innovative calls in teaching and learning that contemporary South African higher education greatly demands of us.</p> </div> </div> </div> Mlamuli Hlathswayo Copyright (c) 2021 Mlamuli Hlathswayo http://creativecommons.org/licenses/by/4.0 2021-12-10 2021-12-10 9 2 1 18 10.14426/cristal.v9i2.492 Curricular change for social justice: Teaching science by drawing on students’ lived rural home experiences in higher education https://cristal.ac.za/index.php/cristal/article/view/435 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>The likely presentation of scientific knowledge as faithful copies of reality, as well as orderly activities from science textbooks, could lead novice students in the field of science to believe that the learning of scientific concepts such as accuracy, precision, and methods such as observations, among others, may only take place in the classroom. Contrary to how scientific concepts and methods are normally presented by means of empirical qualitative data, in this article, I argue that the abovementioned concepts and methods are likely to be encountered in the local rural home environments of students. Data was sourced from focus group interviews that were conducted with second-year science students at one of the historically white and privileged institutions in South Africa. This article aims to contribute in theoretically informed ways in terms of enhancing equity of success and social justice in the field of science in higher education. Social justice issues were conceptualized through Nancy Fraser’s normative framework of social justice. From this understanding, an argument is put forward that a sociological framework of critical realism and social realism has the potential to draw the scientific world into the social world. From this sociological framework, it is possible to develop an understanding of students’ prior experience and to draw on it in the classroom for better educational outcomes.</p> </div> </div> </div> Nkosinathi Madondo Copyright (c) 2021 Nkosinathi Madondo http://creativecommons.org/licenses/by/4.0 2021-12-08 2021-12-08 9 2 19 38 10.14426/cristal.v9i2.435 Creating Intergenerational Learning Spaces: A collaboration between UNIVEN Community Engagement Programme and Dzomo la Mupo. https://cristal.ac.za/index.php/cristal/article/view/462 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>This article is a reflection on a collaborative learning process between a university department and a community-based organisation in creating intergenerational learning platforms. The process entailed the coming together of school learners, university students and community elders in a university setup. Participatory Appreciative Action Learning Research was employed. Purposive sampling was used. Data collection methods approach included were semi-structured interviews, one on one individual interviews and focus group discussions. Three generations, namely school learners, university students, and community elders, participated in selecting the learning areas. These included Indigenous Knowledge Systems (IKS), nature conversation topics, peace-building, manners and Ubuntu, social entrepreneurship, and health issues. The purpose of this initiative was to transfer knowledge, skills, norms, wisdom, and values, among generations, through a collaborative effort between an academic institution and a community. It was hoped that this would provide opportunities for lifelong learning and sharing of knowledge and experience among generations. The collaborative intergenerational learning (IGL) process opened with a series of focused discussions about how to bring to mainstream education (both basic and higher education), platforms for learning that should be inclusive of all forms of knowledges, including indigenous knowledge (IK).</p> </div> </div> </div> Vhonani Olive Netshandama Dolphus Nevhudoli Copyright (c) 2021 Dolphus Nevhudoli http://creativecommons.org/licenses/by/4.0 2021-12-02 2021-12-02 9 2 39 63 10.14426/cristal.v9i2.462 Interrogating the power dynamics in international projects https://cristal.ac.za/index.php/cristal/article/view/448 <p>In South Africa, the push for global rankings and the possibility of attaining funding mean that participation in international projects is often prized.&nbsp; However, although international projects in higher education can bring enormous benefits, they can also exhibit 'social dynamics' (Bradley, 2008) that impact on the extent to which all involved can participate equally. In the case of South African participation, these social dynamics are often shaped by our history and the way it continues to impact on the institutional landscape.</p> <p>This paper draws on one project, funded by the European Union and involving six South African as well as six European universities, in order to explore the way these dynamics played out and, thus, the extent to which all partners were able to participate equally.&nbsp; Archer's (1995, 1996, 2000) social realism is used to analyse the dynamics of the project and, more specifically, the way different project partners' ability to exercise their agency was shaped by the social and cultural conditions in the global and national arena as well as within the project itself.&nbsp;</p> Chrissie Boughey Sioux McKenna Copyright (c) 2021 Chrissie Boughey http://creativecommons.org/licenses/by/4.0 2021-12-02 2021-12-02 9 2 64 82 10.14426/cristal.v9i2.448 E-learning policy and technology enhanced flexible curriculum delivery in developing contexts: A Critical Discourse Analysis https://cristal.ac.za/index.php/cristal/article/view/447 <div class="page" title="Page 1"> <div class="layoutArea"> <div class="column"> <p>Most higher education institutions globally have used e-learning policies as a strategy for technology enhanced curriculum delivery. However, few universities in Zimbabwe have e- learning policies, and lack of such documents to guide technology integration leads to inefficiency and hinders provision of effective support. This study highlights the role of e-learning policy through analysis of e-learning documents and statements at a university in Zimbabwe. Using critical discourse analysis, the study unpacks the discourse of e-learning at the university, to reveal underlying assumptions and beliefs of the neoliberal, elitist paradigm, veiled under ‘widening access’ and flexible learning. Contexts, such as the Zimbabwean higher education, sector have very specific needs, which must be considered when formulating e-learning policies to ensure effectiveness of implementation.</p> </div> </div> </div> Caroline Magunje Agnes Chigona Copyright (c) 2021 Caroline Magunje http://creativecommons.org/licenses/by/4.0 2021-12-03 2021-12-03 9 2 83 104 10.14426/cristal.v9i2.447 Open(ing) Education: Theory and Practice. https://cristal.ac.za/index.php/cristal/article/view/508 <p>Conrad, D. &amp; Prinsloo, P. (eds.). 2020. <em>Open(ing) Education: Theory and Practice. </em>Leiden Boston: Brill | Sense.</p> Joyceline Alla-Mensah Copyright (c) 2021 Joyceline Alla-Mensah http://creativecommons.org/licenses/by/4.0 2021-12-12 2021-12-12 9 2 105 107 10.14426/cristal.v9i2.508 Narrative Psychology and Vygotsky in Dialogue: Changing Subjects. https://cristal.ac.za/index.php/cristal/article/view/509 <p>Bradbury, J. 2020. <em>Narrative Psychology and Vygotsky in Dialogue: Changing Subjects</em>. London: Routledge.</p> James Garraway Copyright (c) 2021 James Garraway http://creativecommons.org/licenses/by/4.0 2021-12-12 2021-12-12 9 2 108 110 10.14426/cristal.v9i2.509