Description
Book SynopsisHigher 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.
Table of ContentsForeword: Who Is to Educate the Educator? Sabelo J. Ndlovu-Gatsheni List of Figures and Tables Notes on Contributors Introduction 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 Annalisa Sannino 2 Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation Assata Zerai 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 Simangele Mayisela 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 Mohamed Taiebine 7 University Teaching under Pandemic Contexts and Beyond: A Conceptual Framework for Helping Academic Economists in Universities Emmanuel Ojo PART 3: Teaching and Learning Strategies 8 Creating Community-based Clinical Experiences in Communication Sciences and Disorders: Opportunities for Innovation and Changing Perspectives Stacey Wallen 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 Index
