Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation
Zilungile Lungi Sosibo, Eunice Ndeto Ivala (Eds.)
by Nomakhaya Mashiyi (Cape Peninsula University of Technology, South Africa)
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Interesting and of sound quality.
Dr. Chaunda L. Scott
Oakland University
The transformation of teaching methods and curricula to address a changing socioeconomic world and redress social and economic injustice is central to the success of higher education systems. While the chapters in this volume focus on southern Africa, “Creating Effective Teaching and Learning Spaces” provides important and useful case studies, ideas, and recommendations for educators and policymakers around the globe. The history of colonization and apartheid, and the efforts at de-colonization, in southern Africa, makes the knowledge currently being produced there especially important and useful to educators everywhere. I recommend this innovative and useful volume to educators and policymakers who are endeavoring to achieve equity and inclusion and improve the quality of education available to all students.
The strong points of “Creating Effective Teaching and Learning Spaces” include
• • its multifaceted, intersectional approach that includes sex/gender as well as race/culture and socioeconomic status
• • attention to the need to decolonize both knowledge and the educational system itself and to consider how to incorporate indigenous knowledges and pedagogies in HE
• • concern with analyzing both equity of access and equity of outcomes and how HE institutions reproduce and can reduce social inequities
• • discussion of a variety of pedagogical strategies such as bilingual instruction, code-switching, peer assessment, ICT, blended learning, curriculum as process
• • discussion of the need for HE institutions to attend to students’ economic and social environments because these affect their academic success
• • discussion of the need for HE institutions to attend to students’ social and life skills as well as academic skills and knowledge
• • discussion of institutional practices and policies such as education funding (of individual students and HE institutions), teacher professional development, policies and support systems regarding gender-based violence, the curriculum development process
Dr. Diana L. Swanson
Professor Emerita, Department of English
Northern Illinois University
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.
List of Figures and Tables
Editors
Acknowledgements
Dedication
Introduction
Foreword
Vuyokazi Nomlomo
University of the Western Cape, South Africa
Contributors
Preface
Summary of Chapters
THEME 1: How Institutions of Higher Education utilise Teaching and Learning Spaces to promote Multilingualism as a Central Element of the Curriculum
Chapter 1
Language Needs of Grade R Practitioners in Linguistically Diverse South African Classrooms
Nomakhaya Mashiyi
Cape Peninsula University of Technology, South Africa
Chapter 2
Bilingual Instructional Strategy in English First Additional Language in the Further Education and Training Writing Classrooms
Nomalungelo Ngubane
University of KwaZulu-Natal, South Africa
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
Chapter 3
Mapping Higher Education Funding for Teaching and Learning in Ghana
Fredua Kwasi-Agyeman
University of the Western Cape, South Africa
THEME 3: The Ways in which Higher Education Institutions create Effective Learning Environments and provide Support Systems for Non-Traditional Students
Chapter 4
Understanding Safe and Inclusive Learning Spaces at a South African University
Nosisana Mkonto
Cape Peninsula University of Technology, South Africa
Chapter 5
Key Considerations for Effective Learning in Rural Multi Grade Classrooms
Mothofela Richard Msimanga
University of Johannesburg, South Africa
Chapter 6
Inequalities and Marginalisation During COVID-19 Lockdown: Psycho-Social Effects on Underprivileged University Students
Zilungile Lungi Sosibo
Cape Peninsula University of Technology, South Africa
Chapter 7
Mapping a Model for Peer Assessment: Narratives of Academics in a South African Teacher Education Institution
Vusi Msiza
University of KwaZulu-Natal, South Africa
Nosipho Mbatha
University of KwaZulu-Natal, South Africa
Thabile Zondi
University of KwaZulu-Natal, South Africa
Chapter 8
First-Year Students’ Expectations of University Experiences: Views of Students from Diverse Schooling Contexts
Subethra Pather
University of the Western Cape, South Africa
Emmanuel E. Esambe
Cape Peninsula University of Technology, South Africa
Nosisana Mkonto
Cape Peninsula University of Technology, South Africa
Chapter 9
Utilising Opportunities and Creating Sustainable Learning Spaces Through Teacher Professional Development: Case of Western Cape Province
Lynne Johns
NAPTOSA, South Africa
Zilungile Lungi Sosibo
Cape Peninsula University of Technology, South Africa
THEME 4: Quality of University Physical and Online Infrastructure utilised to provide Conducive Teaching and Learning Spaces for Students
Chapter 10
More than Delivery: Designing Blended Learning with and for Academic Staff
Daniela Gachago
Cape Peninsula University of Technology, South Africa
Izak Van Zyl
Cape Peninsula University of Technology, South Africa
Faiq Waghid
Cape Peninsula University of Technology, South Africa
Chapter 11
The Possibility of Including Herders in Lesotho’s Education Provision Through the Use of Information and Communication Technologies
Selloane Pitikoe
University of Eswatini, South Africa
Sekitla Daniel Makhasane
University of the Free State, South Africa
THEME 5: The Intersection of Race, Class and Gender and how these Factors affect Teaching and Learning Spaces for Students from Diverse Backgrounds
Chapter 12
‘We Don’t Deal with Paper Work; We do Counselling’: Gender-Based Violence Support Services at a South African University
Sadhana Manik
University of KwaZulu-Natal, South Africa
THEME 6: How Higher Education Institutions promote Decolonisation of the University Curriculum
Chapter 13
Curriculum and Academic Development in an Era of Transformation in South Africa
Emmanuel Ekale Esambe
Cape Peninsula University of Technology, South Africa
Siyabulela Sabata
Cape Peninsula University of Technology, South Africa
Thembinkosi Mtonjeni
Cape Peninsula University of Technology, South Africa
Chapter 14
Re-thinking South African Higher Education Calls for Epistemic Freedom: Beyond the Abyssal line and Towards the Field of Knowledge
Mlamuli Nkosingphile Hlatshwayo
University of KwaZulu-Natal, South Africa
Chapter 15
Towards Enablers of Decolonisation of the Curriculum in Universities in South Africa
Ntokozo Lwandle
University of the Western Cape, South Africa
Addisalem Tebikew Yallew
University of the Western Cape, South Africa
Chapter 16
Teachers’ Views on Knowledge Progression in the Development of the Curriculum and Assessment Policy Statement for Life Sciences
Florah Moleko Teane
University of South Africa, South Africa
Index
Zilungile Lungi Sosibo is a Professor of Education and Assistant Dean in the Faculty of Education at Cape Peninsula University of Technology, South Africa. Her research focus is mainly on assessment and evaluation, and diversity and transformation in higher education. She has published extensively in peer-reviewed journals, conference proceedings and books in both areas, and has obtained numerous grants from the National Research Foundation (NRF) and CPUT in order to fund her research and disseminate it in local and international conferences. She has partnerships in the USA, Nigeria, and numerous others locally.
Eunice Ndeto Ivala is Associate Professor and Coordinator in Educational Technology 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 conference 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.
Emancipation, Disadvantaged learners, Pedagogy of the Oppressed, Social Justice, Critical Race Theory, Gender Equity, Disability, Universal Learning, Differentiation
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SociologyEducation
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