Kasturi Behari-Leak
Biographic Data
| ID | 5150646 |
|---|---|
| NAME | Kasturi Behari-Leak |
| GIVEN NAMES | Kasturi |
| FAMILY NAME | Behari-Leak |
| SIGNATURE | BEHARI-LEAK K |
| AFFILIATIONS | University of Cape Town |
| ORCID | 0000-0001-9744-510X |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
South African new academics’ experiences of precarity
The transition into Higher Education can be complex with South African new academics expected to drive institutional change and social transformation. We examine precarity from our situated geopolitical positioning, as a condition of coloniality and neoliberal forces. Our focus on racially marginalised new academics straddling multiple pedagogical roles addresses the challenges of needing to become collective reflexive agents, yet also unbecome c…
Productive Disruption as a critical enabler for organisational change
Faced with challenges of being isolated through COVID-19, HELTASA leadership embarked on a process of productive disruption to restructure and reshape the organisation to be more agile and responsive. Embraced as a potential organisational catalyst for change, we used productive disruption as a catalyst for structural reorganisation and expansive capacity building; and methodological disruption through the unprecedented (un)conference experience …
Drawing a line in the sand
The task of decolonisation is convoluted as the complexities of meanings as well as the multiple dimensions of decolonisation are vast and textured, depending on one’s vantage point and vested interests. This situation warrants a critical examination of what decolonisation has come to mean in the global South and how different subjectivities at a particular academic institution in the country are responding to the call for change. The academic, s…
Exploring disruptions of the coloniality of knowledge, power and being to enable agency as disciplinary activists for curriculum change
The #RhodesMustFall (RMF) movement of 2015 and 2016 challenged universities across the nation to interrogate how the curriculum serves as an alienating and marginalising device that stymies student success. Consequently, the HE sector has been challenged to respond to student calls for decolonisation by reviewing existing university curricula which promote forms of knowledge production that do not reflect an African worldview or a global South co…
The Pedagogies for critical agency
‘Pedagogies in context’ are explored through a national project working with academic staff developers and new academics' induction and transitioning into higher education. Causal-layered analysis is used to explore the interplay between academic staff, institutional development, and contextual influences in shaping professional learning processes. Data generated by the project’s steering committee (SC) reflects on pedagogical encounters with the…
Crossing borders as ‘new’ academics in contested times
This paper takes a reflexive and narrative approach to exploring three academicsâ€TM journeys of curriculum transformation at the height of the #Rhodesmustfall and #Feesmustfall movement in South Africa. Their narratives tell the story of individual and shared border crossings which illustrate how †̃newâ€TM academics transcend limitations and separations between people, knowledge and curricula. Decoloniality in curricular and pedagogical change a…
New academics, new higher education contexts
New academics entering higher education are especially vulnerable if teaching in a post-colonial classroom is not foregrounded as an explicit part of their professional induction. Drawing on a study of a professional development programme for induction to teaching, this paper explicates how six new academics confront specific challenges of exclusion, marginalisation, and alienation at institutional, faculty, departmental and classroom levels. Fra…
New academics, new higher education contexts
New academics entering higher education are especially vulnerable if teaching in a post-colonial classroom is not foregrounded as an explicit part of their professional induction. Drawing on a study of a professional development programme for induction to teaching, this paper explicates how six new academics confront specific challenges of exclusion, marginalisation, and alienation at institutional, faculty, departmental and classroom levels. Fra…
Crossing borders as ‘new’ academics in contested times
This paper takes a reflexive and narrative approach to exploring three academicsâ€TM journeys of curriculum transformation at the height of the #Rhodesmustfall and #Feesmustfall movement in South Africa. Their narratives tell the story of individual and shared border crossings which illustrate how †̃newâ€TM academics transcend limitations and separations between people, knowledge and curricula. Decoloniality in curricular and pedagogical change a…
Productive Disruption as a critical enabler for organisational change
Faced with challenges of being isolated through COVID-19, HELTASA leadership embarked on a process of productive disruption to restructure and reshape the organisation to be more agile and responsive. Embraced as a potential organisational catalyst for change, we used productive disruption as a catalyst for structural reorganisation and expansive capacity building; and methodological disruption through the unprecedented (un)conference experience …
New academics, new higher education contexts
New academics entering higher education are especially vulnerable if teaching in a post-colonial classroom is not foregrounded as an explicit part of their professional induction. Drawing on a study of a professional development programme for induction to teaching, this paper explicates how six new academics confront specific challenges of exclusion, marginalisation, and alienation at institutional, faculty, departmental and classroom levels. Fra…
Crossing borders as ‘new’ academics in contested times
This paper takes a reflexive and narrative approach to exploring three academicsâ€TM journeys of curriculum transformation at the height of the #Rhodesmustfall and #Feesmustfall movement in South Africa. Their narratives tell the story of individual and shared border crossings which illustrate how †̃newâ€TM academics transcend limitations and separations between people, knowledge and curricula. Decoloniality in curricular and pedagogical change a…
Drawing a line in the sand
The task of decolonisation is convoluted as the complexities of meanings as well as the multiple dimensions of decolonisation are vast and textured, depending on one’s vantage point and vested interests. This situation warrants a critical examination of what decolonisation has come to mean in the global South and how different subjectivities at a particular academic institution in the country are responding to the call for change. The academic, s…
Exploring disruptions of the coloniality of knowledge, power and being to enable agency as disciplinary activists for curriculum change
The #RhodesMustFall (RMF) movement of 2015 and 2016 challenged universities across the nation to interrogate how the curriculum serves as an alienating and marginalising device that stymies student success. Consequently, the HE sector has been challenged to respond to student calls for decolonisation by reviewing existing university curricula which promote forms of knowledge production that do not reflect an African worldview or a global South co…
The Pedagogies for critical agency
‘Pedagogies in context’ are explored through a national project working with academic staff developers and new academics' induction and transitioning into higher education. Causal-layered analysis is used to explore the interplay between academic staff, institutional development, and contextual influences in shaping professional learning processes. Data generated by the project’s steering committee (SC) reflects on pedagogical encounters with the…
South African new academics’ experiences of precarity
The transition into Higher Education can be complex with South African new academics expected to drive institutional change and social transformation. We examine precarity from our situated geopolitical positioning, as a condition of coloniality and neoliberal forces. Our focus on racially marginalised new academics straddling multiple pedagogical roles addresses the challenges of needing to become collective reflexive agents, yet also unbecome c…
Productive Disruption as a critical enabler for organisational change
Faced with challenges of being isolated through COVID-19, HELTASA leadership embarked on a process of productive disruption to restructure and reshape the organisation to be more agile and responsive. Embraced as a potential organisational catalyst for change, we used productive disruption as a catalyst for structural reorganisation and expansive capacity building; and methodological disruption through the unprecedented (un)conference experience …
Sociology (6 works) · Global Educational Policies and Reforms (5 works) · Social science (5 works) · Higher Education Practises and Engagement (4 works) · Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Engineering ethics (3 works) · Adult and Continuing Education Topics (2 works) · Business (2 works)