Knowledge Beyond Colour Lines

knowledge remains timely in education. the need for academics to contemplate its relevance, worth, use and everything in-between deems a continuous intellectual project, rather than a conundrum to be solved. this book takes the south african context by the horns as it challenges the

often dormant and traditionalist ways in which higher education spaces see knowledge. through original research and the voices of academics and students, this book argues for repurposing knowledge generation, knowledge sharing and critical pedagogy so that more inclusive teaching

and learning environments can be both imagined and sustained. the contentious tensionalities that this creates for lolt and sotl, in particular, are unlocked so as to trouble the south african higher education landscape with the intent to proffer alternative pathways for a knowledge beyond colour lines.

Prof Shan Simmonds (PhD)

NWU

this edited volume bristles with fresh scholarly approaches and insights of an emergent generation of engaged scholars grappling with the issues and problems of higher education in south africa. the issues dealt with here are varied and encompassing. they are treated with intellectual delicacy and probing sensitivity, articulacy, informed data and bold conclusions. they serve well!

Prof. Kwesi Kwaa Prah

Emeritus Professor of Sociology

University of the Western Cape

Founder of the Centre for Advanced Studies of African Society

Monwabisi Knowledge Ralarala is a professor and Dean of Arts and Humanities at the University of the Western Cape. He held previous positions as director at the Fundani Centre for Higher Education Development (CHED) at the Cape Peninsula University of Technology (CPUT); the Language Centre at the University of Fort Hare; and the Research and Policy Development for the Commission for the Promotion and Protection of the Rights of Cultural, Religious and Linguistic Communities. He was a lecturer at University Stellenbosch's Department of African Languages. Apart from being a Canon Collins Educational and Legal Assistance Trust alumnus, Monwabisi Ralarala is the 2017 recipient of the Neville Alexander Award for the Promotion of Multilingualism. He holds two PhDs (Universities of Stellenbosch and Free State respectively) on persuasion in African languages and language practice (emphasis on forensic linguistics). His research interests are quite diverse but follow three lines: language rights and multilingualism in higher education; forensic linguistics; and translation studies.

Monwabisi Ralarala has held visiting scholarships nationally and internationally for purposes of teaching and research. He has also published articles and book chapters, mainly in forensic linguistics and translation studies. He co-edited African Language and Language Practice Research in the 21st Century: Interdisciplinary Themes and Perspectives (2017, CASAS), and New Frontiers in Forensic Linguistics: Themes and Perspectives in Language and Law in Africa and Beyond (2019, AFRICAN SUN MeDIA). He is the founder and chief series editor of Studies in forensic linguistics: Language and the law in South Africa and beyond. Associate Professor Salochana Lorraine Hassan is employed as Head of Department of the Academic Staff Development Unit at Fundani Centre for Higher Education Development (CHED), Cape Peninsula University of Technology (CPUT). Previously, she worked as Deputy Director at the University of Botswana's Teaching and Learning Centre in the Centre for Academic Development. She also worked at the prestigious St George's University of London Medical Faculty for a year, and she facilitated a one-week assessment workshop in Dubai. Before moving into academic staff development, she worked in the medical field as a lecturer, both in biochemistry and physiology. Her current research interests include the scholarship of teaching and learning, problem-based learning, and academic development, areas in which she has published widely and presented papers at national and international conferences, for example, in Florida, Lima, Bergen, Trondheim, Gaborone, Rome, Bolzano, Valencia, Istanbul, Auckland, Hong Kong, Perth and South Africa. She has, and is currently, supervising postgraduate students. She coordinates and facilitates the Teaching and Learning in Higher Education module of the Postgraduate Diploma in Teaching and Learning in Higher Education; she also facilitates the scho...

Acknowledgements

About the editors

Foreword

Yusef Waghid

Introduction

Section I | Universities and repurposing knowledgein the twenty-first century

1 the education debate in south africa: from gqoba (1885) to fallists (2015-2017)

Thulani Mkhize

2 staying stuck ... diffracting co-creation in higher education

Xena Cupido & Daniela Gachago

3 introduction to the application of social justice theories in energy engineering education for socio-technical design

Marco Adonis, Atanda Raji & Khaled M. Abo-Al-Ez

Section II | Voice discourse, access and success

4 stories from the margins: working-class graduates' narrative accounts of completion in south african higher education

Mukovhe Masutha & Rajani Naidoo

5 making sense of architectural 'language': implications for success in teaching and learning for ecp students at cput

Monwabisi K. Ralarala, Linda Manashe, Pineteh E. Angu, Rudolf Perold, Theo Rodrigues & Nomxolisi Jantjies

6 students' perspectives of how multilingualism helps or hinders epistemic access in journalism education

Sisanda Nkoala

7 "connection error! consult the user manual": the dissonance between 'digital natives' and the intentions of mother-tongue instruction policies

Mvuyo Maduna & Muchativugwa Liberty Hove

8 the role of a university in support of first-year students

Nosisana Mkonto & Luvuyo Kakaza

9 challenging the deficit discourse: insight from university staff about first-generation students in south africa and the united kingdom

Claire Hamshire, Rachel Forsyth, Binish Khatoon, Leza Soldaat & Danny Fontaine-Rainen

Section III | Academic staff development and the knowledge question

10 traversing autonomy pathways within the scholarship of teaching and learning with context as a departure point

Salochana Lorraine Hassan

11 views from below the glass ceiling: women's intentions to become full professors

Vanessa Singh & Reshma Subbaye

12 exploring lecturers' engagement with the institutional programmes at a university of technology

Najwa Norodien-Fataar

Section IV | Blended pedagogies and knowledge sharing issues

13 transforming the tutorial space to enhance knowledge sharing in higher education

Lawrence Meda, Subethra Pather, Najwa Norodien-Fataar & Hanlie Dippenaar

14 insights into student teachers' identities and perspectives on the role of language in science education

Vuyokazi Nomlomo

15 locating indigenous knowledge in a teacher education curriculum: a case of teaching i...