Transforming Teaching and Learning Experiences for Helping Professions in Higher Education

Global Perspectives
Erscheinungsjahr 2023
ISBN: 978-90-04-54080-4
Verlag: Brill

Buch, Englisch, Band 13, 288 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 636 g

Reihe: African Higher Education: Developments and Perspectives

Higher education has transformed and continues to transform in this century, because of decolonizing the curriculum and the COVID-19 pandemic, which have added an indelible mark to the methodology of teaching and learning. Learning spaces have become open to more people through privatization, massification, e-learning platforms and internationally mobile academics, allowing individuals from diverse backgrounds to enter the academic and helping professions space.

Educators need to reskill, repurpose, redesign, and reimagine for a world that is rapidly evolving. New ways of teaching need to consider nuances of decolonization of the curriculum, deep understanding of subjects, transformative ways of imparting knowledge and technology-enhanced learning needs to be embraced.


Thus, the teaching and learning spaces in developed and developing environments move beyond the classroom to prepare 21st century citizens to embrace life-long learning. Furthermore, the content as well as processes involved in teaching and learning must be explored thoughtfully that includes the perspectives of a more inclusive wave of educators and students. Thus, this book has implications for a global scholarship, specifically during disruptive times in Higher Education. It is hoped that the book stimulates reflections so that the reader draws inspiration to find contextual relevance that extends into the real-world.

Autoren/Hrsg.

Weitere Mitwirkende

Pillay, Roshini

Mkwananzi, Sibusiso

Moonsamy, Sharon

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Geschichte der Pädagogik, Richtungen in der Pädagogik
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Hochschuldidaktik

Inhaltsverzeichnis

Foreword: Who Is to Educate the Educator?

Sabelo J. Ndlovu-Gatsheni

List of Figures and Tables

Notes on Contributors

Introduction

Roshini Pillay, Sibusiso Mkwananzi and Sharon Moonsamy

PART 1: Theoretical Frameworks underlying Teaching and Learning

1 Cultural-Historical Activity Theory and Dialectics for a Transformative Agency Agenda in Higher Education: The Example of a Formative Intervention on Academic Dishonesty

Annalisa Sannino

2 Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation

Assata Zerai

3 Vygotsky Meets Freud: Reflections on the Integration of the Cultural Historical Activity Theory to a Psychoanalytically Grounded Therapy Case in a Teaching and Learning Context

Simangele Mayisela

PART 2: Narratives of Students in Higher Education

4 The Perceptions of Speech Language Bi/Multilingual Additional Language Students on Their Intercultural Communication with Clinical Educators in Gauteng, South Africa

Nomfundo Mbatha and Anniah Mupawose

5 Culture and Gender Dimensions on Educational Pursuit in Higher Educational Institutions: Narratives from Northern Central Nigeria

Sultan Khan and Babatunde Emmanuel Durowaiye

6 E-learning and Intercultural Online Education Pre- and Post-Covid-19

Mohamed Taiebine

7 University Teaching under Pandemic Contexts and Beyond: A Conceptual Framework for Helping Academic Economists in Universities

Emmanuel Ojo

PART 3: Teaching and Learning Strategies

8 Creating Community-based Clinical Experiences in Communication Sciences and Disorders: Opportunities for Innovation and Changing Perspectives

Stacey Wallen

9 Forces against Decoloniality in Higher Education: The Case of the Helping Professions

Sibusiso Mkwananzi, Roshini Pillay, Simangele Mayisela, Anniah Mupawose and Sharon Moonsamy

10 Freiform: A Participatory Process to Prepare Social Work Students for the Field at the University for Applied Sciences and Arts Northwestern
Switzerland

Nina Hatsikas-Schroeder, Jeremias Amstutz, Regula Kunz, Mira Muheim and Peter Zängl

11 Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices

Matumo C. Ramafikeng

12 Rethinking Language and Assessment in a Higher Education Institution: A 21st Century Perspective

Shanta Balgobind Singh

13 Reflection Skills in Social Work: A Case Study

Roshini Pillay, Grace Khunou and Munyane Mophosho

14 An Exploration of Decolonial Transdisciplinary Curriculum Change in Higher Education

Harsha Kathard and Adheesh Budree

15 Decolonising the Curriculum at Unisa: The Case of an Anthropology Module

Nompumelelo Zodwa Radebe

16 Theorising Being and Becoming Collective and Reflexive Helping Professionals: A CHAT Perspective

Najma Agherdien, Rieta Ganas and Sipho Hlabane

Index

Über Autor(innen)

Roshini Pillay, Ph.D. (2017), University of the Western Cape, is a senior lecturer of Social Work at the University of the Witwatersrand. She has published academic journal articles, book chapters and developed a podcast called 'Social Work Khuluma'.

Sibusiso Mkwananzi, Ph.D. (2017), University of the Witwatersrand, is a demographer and senior researcher at the University of South Africa. She has presented at international conferences and published numerous opinion pieces, academic journal articles and book chapters on gender, gender-based violence, the application of quantitative research methods to contextual analysis of phenomena as well as the health of vulnerable populations.

Sharon Moonsamy, Ph.D., is an Associate Professor at Wits University, Head of the School of Human & Community Development, and a speech-language pathologist. Her teaching and research include areas of child language, literacy and cognition, and is justified on social justice. Her scholarly profile includes conferences, journal and book publications.