Khunou / Radebe The South African Higher Education Transformation Journey

Thirty Years after Democracy
Erscheinungsjahr 2025
ISBN: 978-3-032-01757-4
Verlag: Springer International Publishing
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 214 Seiten

Reihe: Education

This book explores the transformation of the South African higher education system 30 years after democracy. It examines the progress, tensions, and possibilities through a detailed analysis of how inclusion, curriculum transformation, and epistemological shifts have shaped—and continue to shape—South African higher education. The chapters draw on a range of theoretical frameworks, including decolonization, Africanization, and intersectionality. The book argues that while the South African higher education system has made significant strides in expanding access and fostering critical engagement, the journey toward full transformation remains an ongoing endeavor. The conclusions reached in the book suggest that deep inclusion, meaningful curriculum transformation, and epistemic justice require sustained institutional commitment, policy alignment, and active engagement with students, academics, and society at large.

Zielgruppe

Research

Autoren/Hrsg.

Khunou, Grace

Radebe, Nompumelelo

Inhaltsverzeichnis

The south african higher education transformation journey.- Gender inequality and the south african university 30 years after democracy.- Transformation and inclusivity in higher education exploring the experiences of students with visual impairments in a south african university during the covid 19 pandemic.- Communication practices in african universities contributor or mitigator to the perception of africans as foreigners in their institutions.- National identity politics and toxic nationalism vs professional meritocracy how can libraries respond.- Curriculum transformation in african universities in the wake of artificial intelligence: A scopus based bibliometric analysis review.- Towards transdisciplinarity transforming curriculum from an african epistemology.- Black theology and ubuntu a narrative of integration manipulative and assimilation in theological education in south africa.- Prospects and challenges of decolonisation of the curriculum in south african higher education institutions.- Imbali a historical reference a framework for reflecting on the naming processes and the identity of african universities.- Transforming the university that is embroiled eithing the state and market in a liquid apartheid world: Towards populating the research space with decolonial theorising.- Fast tracking higher education transformation for equitable futures.

Über Autor(innen)

Professor Grace Khunou is a sociologist and the acting executive director of the Department of Leadership and Transformation at the University of South Africa (UNISA). Her research focuses on the intersections of race, gender, and class, with a strong commitment to decolonizing and transforming higher education. She is an experienced editor, researcher, and thought leader in the field of higher education transformation. As an editor of Transforming Higher Education Scholarship after COVID-19 and in the Context of the 4th Industrial Revolution, she brings a critical perspective on the challenges and possibilities of academic transformation in South Africa. Prof. Khunou is a co-editor of Black Academic Voices: the South African Experience, an award-winning landmark work on the lived experiences of Black scholars in South African universities.

Dr. Nompumelelo Zodwa Radebe is a senior lecturer and chair of the Department of Anthropology and Archaeology at the University of South Africa. Her research focuses on African epistemology, transformation, and decolonisation. She has written extensively on these topics, and her publications include a co-authored book titled Still to be Named: An Exploration of African Epistemologies, which utilizes Simphiwe Dana’s selected works, as well as a co-edited book titled, Azibuye Emasisweni: Reclaiming Our Space and Centring Our Knowledge. She has redeveloped several modules in the discipline of anthropology as part of curriculum transformation. Her research interest is in exploring African epistemology to expand on theories that address global challenges. Drawing on her anthropological expertise, she uses isiZulu to theorize and provide evidence of African ways of knowing and being in the world.