Zobrazeno 1 - 10
of 138
pro vyhledávání: '"Shireen Motala"'
The idea of transformation in higher education underpins all policy documents, academic literature and on-going debates in South Africa. Transforming Universities in South Africa: Pathways to Higher Education Reform responds to the pressing need to c
Autor:
Jonathan D. Jansen, Achille Mbembe, André Keet, Brenda Schmahmann, Crain Soudien, Jaamia Galant, Jess Auerbach, Lesley Le Grange, Lis Lange, Mahmood Mamdani, Mlungisi Dlamini, Piet Naude, Shireen Motala, Ursula Hoadle, Yusuf Sayed, Tarryn de Kock, Grant Parker
Shortly after the giant bronze statue of Cecil John Rhodes came down at the University of Cape Town, student protestors called for the decolonisation of universities. It was a word hardly heard in South Africa's struggle lexicon and many asked: What
Publikováno v:
African Journal of Teacher Education, Vol 12, Iss 2 (2023)
The Sustainable Development Goals (SDGs) agreed in September 2015 set the scene for a renewed and ambitious development framework in a global context of widening inequalities within and between countries, global economic crises, conflict and climate
Externí odkaz:
https://doaj.org/article/e2a21eff21a54bf886db91c71dcbd668
Autor:
Stephanie Allais, William Attwell, Susan Booysen, Jacklyn Cock, John Daniel, David Fig, Dick Forslund, Paul Maylam, Julia Moorman, Shireen Motala, Prishani Naidoo, Vinothan Naidoo, Sanusha Naidu, Martin Nicol, Devan Pillay, Marisha Ramdeen, Laetitia Rispel, Roger Southall, Ahmed Veriava, Louise Vincent
In the face of the continuing national tragedy of the inequality, poverty and unemployment which have triggered rising working-class discontent around the country, the ANC announced a ‘second phase'of the ‘national democratic revolution'to deal w
Publikováno v:
SOTL in the South, Vol 6, Iss 2 (2022)
The third biennial SOTL in the South Conference took place online between November 22 and 25, 2021. The theme of the conference was ‘Beyond the Pandemic: Lessons for the Future of SOTL in the Global South’. This theme was in response to the COVID
Externí odkaz:
https://doaj.org/article/68e5288f6c0a4015ab73ecd94b911b11
Autor:
Zahraa McDonald, Shireen Motala
Publikováno v:
Critical Studies in Teaching and Learning, Vol 10, Iss 1 (2022)
Quantitative approaches, based on numerical analyses of operationalised variables, used to present teaching and learning trends in higher education, are pervasive. However, teaching and learning trends disaggregated by gender are generally collected
Externí odkaz:
https://doaj.org/article/88f011a3106e4320bfed08a3aebf8783
Autor:
Shireen Motala, Kirti Menon
Publikováno v:
SOTL in the South, Vol 6, Iss 1 (2022)
2020 and 2021 in higher education were characterised by pandemic-related disruptions to conventional modes of teaching and learning. These prompted discussions about pedagogic shifts, academic continuity and the future of teaching and learning. Debat
Externí odkaz:
https://doaj.org/article/0cba92e4d2534e6fa0826b29071d8269
Publikováno v:
SOTL in the South, Vol 6, Iss 1 (2022)
The third biennial SOTL in the South Conference took place online between November 22 and 25, 2021. The theme of the conference was ‘Beyond the Pandemic: Lessons for the Future of SOTL in the Global South’. This theme was in response to the COVID
Externí odkaz:
https://doaj.org/article/90cb098332b047e694279a97872e72af
Publikováno v:
South African Journal of Education, Vol 40, Iss 4, Pp 1-12 (2020)
Equity and redress, in and through education, are fundamental commitments of the new South African democratic government that ensued in 1994 after a brutal and protracted history of colonial and apartheid segregation and oppression denied the majorit
Externí odkaz:
https://doaj.org/article/d9073226944b409eabec72b662793122
Autor:
Aslam Fataar, Shireen Motala, Andre Keet, Premesh Lalu, Sarah Nuttall, Kirti Menon, Luan Staphorst
Publikováno v:
Educational Philosophy and Theory. 55:835-843
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6cc7044698aa6ead122ccd1072c44ccb
https://doi.org/10.1080/00131857.2022.2142555
https://doi.org/10.1080/00131857.2022.2142555