Review of "Co-teaching and co-research in contexts of inequality"

Congratulations to Phindile Zifikile Shangase, Daniela Gachago and Eunice Ndeto Ivala, the editors of the book "Co-teaching and co-research in contexts of inequality," for receiving a review appearing in the 'South African Journal of Science', VOL. 120 NO. 1/2 (2024):

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.]

Find more about the book here: "Co-teaching and co-research in contexts of inequality"

There has been a recent surge of interest in the concept of co-teaching and co-research across institutions of HE locally and globally, as a response to limited international mobility due to COVID-19. We see co-teaching and co-research as teaching and research that connects educators and learners across different institutions and different contexts, be it across South Africa, Africa or the world. Co-teaching and co-research is linked in this book to the term ‘networked learning’, following the Networked Learning Editorial Collective’s emphasis on relationships and collaboration rather than technology and foregrounding our strong commitment to social justice. Our collective experiences have shown that co-teaching and co-research are not easy endeavours, especially when they involve differently positioned and differently resourced contexts, students and academics. While these collaborations are enriching and exciting, they need careful support, preparation and time for sustained relationship building – topics that we find are not necessarily discussed in the literature around co-teaching and co-research. This book is an attempt towards closing this gap in knowledge by providing a range of chapters documenting personal experiences of academics and practitioners engaging in co-teaching and co-research across the African continent and beyond, facilitated by various networked learning tools and technologies. Framed by a spirit of sharing and connection, the book provides insights into the benefits and challenges of such collaborations, affordances of technologies to bridge unequal divides, emerging practices of continental collaboration and beyond. Additionally, the book provides an unusually honest and nuanced view on co-teaching and co-research across contexts of inequalities, foregrounding relationship- and community-building rather than technology and emphasising the importance of sustained connection and reflection in these collaborations. Applying a wide range of critical theoretical frameworks, these evidence-based but also reflective and reflexive contributions are a unique and important reminder that behind and through our screens, we connect as humans who yearn to learn from each other, but also need to learn how to learn from each other, when we do not share the same world views.

Title Co-teaching and co-research in contexts of inequality [Hardback]
Subtitle Using networked learning to connect Africa and the world
Edition 1st
ISBN 978-1-64889-578-4
Published in May 2023

Page last updated on February 8th 2024. All information correct at the time, but subject to change.