Co-teaching and co-research in contexts of inequality edited by Phindile Zifikile Shangase, Daniela Gachago, Eunice Ndeto Ivala

Using networked learning to connect Africa and the world

Edited by: Phindile Zifikile Shangase (University of the Free State, South Africa), Daniela Gachago (University of Cape Town, South Africa), and Eunice Ndeto Ivala (Cape Peninsula University of Technology, South Africa)

By: Neil Kramm (Rhodes University, South Africa), Siddique Motala (University of Cape Town, South Africa), Anisa Vahed (Durban University of Technology, South Africa), Krista M. Rodriguez (Monroe Community College, United States), Fábio de Souza (Federal University of Pernambuco, Brazil), Lindy Osborne Burton (Queensland University of Technology, Australia), Mark Olweny (University of Lincoln, United Kingdom), Steven Feast (Curtin University, Australia), Nicola Pallitt (Rhodes University, South Africa), Hannah M. Grossman (UCLA/Duke University National Center for Child Traumatic Stress, USA), Alice Barlow-Zambodla (e/merge Africa, South Africa), Kristian D. Stewart (University of Michigan Dearborn, United States of America), Leah Sikoyo (Makerere University, Uganda), Nompilo Tshuma (Stellenbosch University, South Africa), Antonia Liguori (Loughborough University, United Kingdom), Daniel Onyango (Hope Raisers, Kenya), Melaneia Warwick (Loughborough University, United Kingdom), Michael Wilson (Loughborough University, United Kingdom), Mark Dunford (Digitales, Goldsmiths College, University of London, United Kingdom), Maha Bali (American University in Cairo, Egypt), Cheryl Hodgkinson-Williams (University of Cape Town, South Africa), Jolanda Morkel (STADIO Higher Education, South Africa), Daniela Gachago (University of Cape Town, South Africa), Faiq Waghid (Cape peninsula University of Technology, South Africa), Juhong Christie Liu (James Madison University, USA), Sonja Strydom (Stellenbosch University, South Africa), Simone Titus (University of the Western Cape, South Africa), Cheryl Brown (University of Canterbury, New Zealand), Proscovia Namubiru Ssentamu (Uganda Management Institute, Uganda), Emily Bagarukayo-Ngabirano (Makerere University, Uganda), Rehema Baguma (Makerere University, Uganda), Tabisa Mayisela (University of Cape Town, South Africa), Eunice Ndeto Ivala (Cape Peninsula University of Technology, South Africa), Lone Poulsen (Open Architecture, South Africa), Rodney Harber (Open Architecture, South Africa), Nokukhanya Noqiniselo Jili (University of Zululand, South Africa), Mfundo Mandla Masuku (University of KwaZulu Natal, South Africa), Dina Mashiyane (University of the Free State, South Africa), Pauline Ngimwa (Partnership for African Social and Governance Research, Kenya), Connie Nshemereirwe (Actualise Africa, Uganda), Busisiwe Alant (University of KwaZulu-Natal, South Africa), and Rowan Thompson (STADIO School of Education, South Africa)

Rapid globalisation and digitalisation have drawn greater attention from educators and researchers in the Global South to pursue equal international collaboration for sustainable development. However, Western scholars mainly developed the widely adopted theories and literature in the Western context. More comprehensive and contextual studies are needed to enhance the existing conceptual frameworks further and better serve Africa’s higher education sectors. The book “Co-teaching and co-research in contexts of inequality” addresses the above knowledge gaps and contributes to the global literature from three main aspects. First, for decision-makers in the higher education sectors of the Global South, this book provides practical guidance through an institutional landscape of recent conceptual and empirical studies on the topic of co-teaching and co-research practices with in-depth reflections in the context of inequality in South Africa and beyond. Second, this book critically discusses the challenges and opportunities of using technology-enhanced online and onsite blended co-teaching, co-learning and co-researching with rich evidence, which would help to inspire more academics and students to be actively engaged in the innovations. Finally, this book highlights the value and potential of thoroughly connecting African higher education institutions with the rest of the world, which opens a new angle of viewing the inequality issues and opportunities for the global society.

Prof. Dr. Na (Lina) Li

Department of Educational Studies, Academy of Future Education (AoFE)

Xi’an Jiaotong-Liverpool University, China

The subject of co-teaching and co-research in contexts of inequality is timely and useful for transforming teaching and learning in higher education and vocational education. As we emerge from the COVID-19 pandemic, co-teaching and co-research have become very important. [...]

The book focuses on how networked learning can be used to connect Africa and the world when co-teaching and co-research are undertaken. This is especially useful in addressing the contexts of inequality that characterise the higher education landscape of Africa.[...]

There are very few books, if any, that deal with co-teaching and co-research in contexts of inequality in the way that this book does. [...]

I would recommend "Co-Teaching and Co-Research in Contexts of Inequality" as a handy reference guide to which one can refer again and again in their co-teaching and co-research journey.

[Extract from book review appearing on the 'South African Journal of Science', VOL. 120 NO. 1/2 (2024): The missing link in modern teaching? A review of Co-Teaching and Co-Research in Contexts of Inequality. 30 January 2024. Reviewer: Gabriel Konayuma. https://doi.org/10.17159/sajs.2024/16216]