Higher education in post-apartheid South Africa was always likely to attract academic interest, and yet there remains a dearth of research on creating teaching and learning spaces suitable for students from diverse backgrounds. Using examples from higher education institutions across the Southern African Developing Community (SADC) region, this volume explores the ways teaching and learning spaces are being used to advance the transformation agenda of higher education in these regions, and provides concrete recommendations for the future.
The book is sure to appeal to academics from a variety of disciplines - from African, African American and ethnic studies to education and sociology. It will be of particular interest to teacher trainers, administrators and policy-makers working in higher education, and anyone else with a stake in managing cultural diversity in education.

Editors
Review Committee
Acknowledgements v
Dedication
Introduction
Foreword
Contributors
Preface

THEMES & CHAPTERS

THEME 1: How institutions of higher education utilise teaching and learning spaces to promote multilingualism as a central element of the curriculum
1. Language Needs of Grade R Practitioners in Linguistically Diverse South African Classrooms
NOMAKHAYA MASHIYI

2. Bilingual Instructional Strategy in Selected English First Additional Language FET Writing Classrooms in South Africa
NOMALUNGELO NGUBANE & BERRINGTON NTOMBELA

THEME 2: The funding models used to make higher education accessible to students from diverse backgrounds, as well as how funding promotes sustainable teaching and learning environments for students

3. Mapping Higher Education Funding for Teaching and Learning in Ghana
FREDUA KWASI-AGYEMAN, PATRÍCIO LANGA & PATRICK SWANZY


THEME 3: The ways in which higher education institutions create effective learning environments and provide support systems for non-traditional students
4. Understanding safe and inclusive learning space at a South African university
NOSISANA MKONTO

5. Key Considerations for Effective Learning in Rural Multi-Grade Classrooms
MOTHOFELA RICHARD MSIMANGA

6. Inequalities and marginalisation during COVID-19: Psycho-social effects on underprivileged university students
ZILUNGILE LUNGI SOSIBO

7. Mapping a model for peer assessment: Narratives of academics in a South African teacher education institution
VUSI MSIZA, NOSIPHO MBATHA & THABILE ZONDI

8. First-year students’ expectations of university studies: Views of students from diverse schooling contexts
SUBETHRA (SU) PATHER, EMMANUEL EKALE ESAMBE & NOSISANA MKONTO

9. Utilising opportunities and creating sustainable learning spaces through teacher professional development: Case of Western Cape Province
LYNNE JOHNS & ZILUNGILE LUNGI SOSIBO


THEME 4: The quality of physical and online infrastructure provided by universities and how these are being utilised to provide conducive teaching and learning spaces for students
10. More than Delivery: Designing Blended Learning with and for Academic Staff
DANIELA GACHAGO, IZAK VAN ZYL & FAIQ WAGHID

11. The possibility of Including Herders in Lesotho’s Education Provision through the use of Information and Communication Technologies
SELLOANE PITIKOE & SEKITLA DANIEL MAKHASANE


THEME 5: The intersection of race, class and gender and how these factors affect teaching and learning spaces for students from diverse backgrounds
12. We don’t deal with paper work; we do counselling’: Gender-Based Violence support services at a South African university
SADHANA MANIK


THEME 6: How higher education institutions promote decolonisation of the university curriculum
13. Curriculum and academic development in an era of transformation in South Africa
EMMANUEL EKALE ESAMBE, SIYA SABATA & THEMBINKOSI MTONJENI

14. Re-thinking South African higher education calls for epistemic freedom: Beyond abyssal line and towards the field of knowledge
MLAMULI NKOSINGPHILE HLATSHWAYO

15. Towards Enablers of Decolonisation of the Curriculum in Universities in South Africa
NTOKOZO LWANDLE & ADDISALEM TEBIKEW YALLEW

16. Teachers’ views on knowledge progression in the development of Curriculum and Assessment Policy Statement for Life Sciences
FLORAH TEANE

Eunice N. Ivala is Associate Professor and Coordinator in Educational Tech¬nology at the Centre for Innovative Educational Technology at Cape Peninsula University of Technology (CPUT), Cape Town, South Africa. Her research focus is on information and communication technology (ICT)–mediated teaching and learning in developing contexts. She has published/co-published more than 60 research papers and edited/co-edited two confer¬ence proceedings and three books. In 2018, she won an award for excellence in e-Learning from Global Learn Tech for the impact of her research on educational and individual practices.

Zilungile Sosibo is Associate Professor of Education in the Faculty of Education at Cape Peninsula University of Technology. She is also Head of Department of the SP&FET Department. Her research focus is mainly on Assessment and Evaluation, and Diversity and Transformation in Higher Education. She has published extensively in both areas.

Emancipation, Disadvantaged learners, Pedagogy of the Oppressed, Social Justice, Critical Race Theory, Gender Equity, Disability, Universal Learning, Differentiation