Critical Studies in Teaching and Learning (CriSTaL) 2019-08-23T18:41:08+00:00 Sherran Clarence 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 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> Editorial 2019-08-23T18:41:08+00:00 The Editors <p>Editorial for Volume 7, Number 1, June 2019.</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 The Editors Developing the next generation of university teachers 2019-07-01T10:28:19+00:00 Amanda I Hlengwa <p>South Africa’s higher education system requires systemic mechanisms to respond to the urgent, complex, and often competing urgent calls to transform. The New Generation of Academics Programme (nGAP) is an example of a systemic response to the challenges related to the composition and capacity of academic staff to adequately respond to the competing demands placed on higher education. The programme is designed to support public institutions’ recruitment, development and retention of early career academics (DHET, 2016). The programme allows appointees who have limited formal teaching experience access into an academic career. Questions have arisen, though, regarding the development of nGAP appointees as teachers that can contribute to institutional changes in pedagogical approaches and to curriculum development more generally. This study investigates how dominant discursive constructions of teaching, emerging from induction programmes in four institutions, may contribute to shaping a new generation of university teachers.</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 Amanda I Hlengwa Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education 2019-08-14T15:54:50+00:00 Natashia Muna Taahira Goolam Hoosen Karis Moxley Ermien van Pletzen <p>This article describes, analyses, and reflects on the conceptualisation and establishment of a Writing Lab at a South African university’s Faculty of Health Sciences. Drawing on the theoretical framework of New Literacy Studies, the academic literacies approach, and South African writing centre scholarship, the analysis revealed that the conceptualisation of the Writing Lab was primarily informed by the academic socialisation model but has since shifted to encompass a more transformative ideology; opening spaces where students’ own knowledges and literacies practices could contribute to new forms of thinking and representation in the academy. We argue that the shift was facilitated by collaboration with disciplinary lecturers, the faculty’s Primary Health Care ethos, and the Writing Lab’s engagement with a large postgraduate population, leading to the Writing Lab’s participation in new forms of knowledge-building that could contribute to the creation of decolonised spaces and shifts in institutional culture.</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 Natashia Muna, Taahira Goolam Hoosen, Karis Moxley, Ermien van Pletzen Post-qualitative design research: Negotiating serendipity and risking the colonised self 2019-07-01T10:28:20+00:00 Karolien Perold-Bull Elmarie Costandius <p>The research discussed in this paper aimed to explore design education in the context of transformation in South African higher education through practising design research/education geared at productive change within a specific institution. Through experimentation with a postqualitative methodological approach, processes of subjectification that transpired throughout the doing of a specific case of design/research/teaching in the context of the institution’s Visual Communication Design curriculum were critically negotiated. Experimentation with representational praxis in ways that challenged its traditional semiotic function allowed space and time for subjects to become more attuned to recognising and responding to serendipitous moments within their situated present. It can, consequently, be argued that the more such moments become felt through everyday design education and practice, the more receptive individuals can become to the potential for productive future change.</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 Karolien Perold-Bull, Elmarie Costandius Recognising poor black youth from rural communities in South Africa as epistemic contributors 2019-07-01T10:28:20+00:00 Mikateko Mathebula <p>In South Africa, students who are poor, black and come from rural communities with poorly resourced schools are vulnerable to being victims of epistemic injustice. This is because they are usually seen as under-appreciated knowers who have low (English) language proficiency and deficits in academic literacy. In an attempt to provide a nuanced characterisation of youth from rural areas, this paper reflects on one student’s life-history interviews and his photo- story that form part of data collected since 2017 for Miratho – a project on achieved higher education learning outcomes for low-income university students. The paper uses a capabilities approach as an interpretive framework for the qualitative data and theorises that students’ linguistic capital and narrative capital are epistemic materials that can be mobilised into the ‘capability for epistemic contribution’ as conceptualised by Miranda Fricker. The paper thus makes a case for higher education researchers and educators to recognise poor black youth from rural communities as both givers and takers of knowledge or ‘epistemic contributors’. It argues that doing so constitutes an ethical response to the structural inequalities that limit equitable university access and participation for youth in this demographic.</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 Mikateko Mathebula Recapturing the status of indigenous knowledge and its relation to Western science 2019-07-17T09:46:08+00:00 Arie Rip <p>Western science has become epistemically and politically correct over the last two or three centuries (in the West, and then elsewhere). Its practical correctness has been underpinned by claims about utility, about technological and other goodies derived from science – a sort of internal cargo cult, but one which is coming under pressure in the risk society. Indigenous knowledge is becoming practically correct (as an as yet insufficiently tapped resource for development) and politically correct (cf. reconciliation). Is it now also epistemically correct? For that matter, how ‘correct’ is Western science here? I will use sociology of knowledge insights to address these questions, after outlining the structure of debate and practice on indigenous knowledge.</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 Arie Rip Calitz, T.M.L. 2019. Enhancing the Freedom to Flourish in Higher Education: Participation, Equality and Capabilities. Abingdon, Oxon: Routledge. 2019-07-01T10:28:20+00:00 Andrea Abbas <p>Review of:&nbsp;</p> <p>Calitz, T.M.L. 2019. <em>Enhancing the Freedom to Flourish in Higher Education: Participation, Equality and Capabilities</em>. Abingdon, Oxon: Routledge.</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 Andrea Abbas Kerfoot, C and Hyltenstam, K. (Eds.). 2017. Entangled Discourses: South-North Orders of Visibility. New York and London: Routledge 2019-07-01T10:28:20+00:00 Leila Kajee <p>Review of:</p> <p>Kerfoot, C and Hyltenstam, K. (Eds.). 2017. <em>Entangled Discourses: South-North Orders of Visibility</em>. New York and London: Routledge.</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 Leila Kajee Springgay, S. & Truman, S. E. 2018. Walking Methodologies in a More-than-Human World: WalkingLab. London: Routledge 2019-07-01T10:28:20+00:00 Adrienne Van Eeden-Wharton <p>Review of:</p> <p>Springgay, S. &amp; Truman, S. E. 2018.&nbsp;<em>Walking Methodologies in a More-than-Human World: WalkingLab</em>. London: Routledge.&nbsp;</p> 2019-06-30T00:00:00+00:00 Copyright (c) 2019 Adrienne Van Eeden-Wharton