Avril Joffe
Biographic Data
| ID | 6324043 |
|---|---|
| NAME | Avril Joffe |
| GIVEN NAMES | Avril |
| FAMILY NAME | Joffe |
| SIGNATURE | JOFFE A |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0003-3621-859X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1994 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Teacher-team reflections on the quality and modes of thinking in Writing Intensive courses at the University of the Witwatersrand during the first year of the global Covid-19 pandemic
Writing Intensive (WI) courses depend on student engagement and continuous responses to student work. The sudden move to online learning in the face of COVID-19 presented profound challenges to this model. This is unsurprising since it is widely accepted that globally the quality of learning, particularly the acquisition of deep literacy, declined significantly throughout the pandemic (OECD, 2021; Garfinkle, 2020). This paper draws on the reflect…
Decolonising the cultural policy and management curriculum – reflections from practice
Decolonising the curriculum is a global imperative that takes different forms and urgency depending on the context. Developments across the globe such as BlackLivesMatter and student responses to the pandemic and online learning have raised new questions about the curriculum – critically questioning higher education institutions’ plans about not only providing access to resources but about the (cultural) authority of curricula, pedagogical and re…
Covid-19 and the African cultural economy
This article takes a summary look at Africa as a whole to ask how has the Covid-19 pandemic played out in the context of a continent that, in the last decade, has considered culture as a key aspect of its modernisation and development. While drawing from a number of national examples, much of the focus is placed here on South Africa which has the most robust system of governance for culture and strongest support for the cultural industries. Where…
Pedagogy as activist practice
This paper discusses the pedagogical responses of the Wits University Cultural Policy and Management Department to the needs of our students in the postcolonial context of South Africa. It reviews the challenges experienced by our postgraduate students and the resultant innovations in both curriculum design and learning and teaching practice. While in many respects the drivers for this programme are similar to those in the Global North, the key c…
An Industrial Strategy for a Post-Apartheid South Africa
This article addresses the need to revive industrial growth in the context of a global industrial environment in which competitive pressures are not only growing but are also changing in nature. Four linked objectives are identified ? raising productivity, creating employment, reviving investment and improving trade performance. Meeting these objectives will require a change in strategic focus which will require industry to move up the value chai…
Covid-19 and the African cultural economy
This article takes a summary look at Africa as a whole to ask how has the Covid-19 pandemic played out in the context of a continent that, in the last decade, has considered culture as a key aspect of its modernisation and development. While drawing from a number of national examples, much of the focus is placed here on South Africa which has the most robust system of governance for culture and strongest support for the cultural industries. Where…
Pedagogy as activist practice
This paper discusses the pedagogical responses of the Wits University Cultural Policy and Management Department to the needs of our students in the postcolonial context of South Africa. It reviews the challenges experienced by our postgraduate students and the resultant innovations in both curriculum design and learning and teaching practice. While in many respects the drivers for this programme are similar to those in the Global North, the key c…
Decolonising the cultural policy and management curriculum – reflections from practice
Decolonising the curriculum is a global imperative that takes different forms and urgency depending on the context. Developments across the globe such as BlackLivesMatter and student responses to the pandemic and online learning have raised new questions about the curriculum – critically questioning higher education institutions’ plans about not only providing access to resources but about the (cultural) authority of curricula, pedagogical and re…
An Industrial Strategy for a Post-Apartheid South Africa
This article addresses the need to revive industrial growth in the context of a global industrial environment in which competitive pressures are not only growing but are also changing in nature. Four linked objectives are identified ? raising productivity, creating employment, reviving investment and improving trade performance. Meeting these objectives will require a change in strategic focus which will require industry to move up the value chai…
Pedagogy as activist practice
This paper discusses the pedagogical responses of the Wits University Cultural Policy and Management Department to the needs of our students in the postcolonial context of South Africa. It reviews the challenges experienced by our postgraduate students and the resultant innovations in both curriculum design and learning and teaching practice. While in many respects the drivers for this programme are similar to those in the Global North, the key c…
Covid-19 and the African cultural economy
This article takes a summary look at Africa as a whole to ask how has the Covid-19 pandemic played out in the context of a continent that, in the last decade, has considered culture as a key aspect of its modernisation and development. While drawing from a number of national examples, much of the focus is placed here on South Africa which has the most robust system of governance for culture and strongest support for the cultural industries. Where…
Teacher-team reflections on the quality and modes of thinking in Writing Intensive courses at the University of the Witwatersrand during the first year of the global Covid-19 pandemic
Writing Intensive (WI) courses depend on student engagement and continuous responses to student work. The sudden move to online learning in the face of COVID-19 presented profound challenges to this model. This is unsurprising since it is widely accepted that globally the quality of learning, particularly the acquisition of deep literacy, declined significantly throughout the pandemic (OECD, 2021; Garfinkle, 2020). This paper draws on the reflect…
Decolonising the cultural policy and management curriculum – reflections from practice
Decolonising the curriculum is a global imperative that takes different forms and urgency depending on the context. Developments across the globe such as BlackLivesMatter and student responses to the pandemic and online learning have raised new questions about the curriculum – critically questioning higher education institutions’ plans about not only providing access to resources but about the (cultural) authority of curricula, pedagogical and re…
Political science (5 works) · Geography (4 works) · Sociology (4 works) · Context (archaeology (3 works) · Pedagogy (3 works) · Coronavirus disease 2019 (COVID-19 (2 works) · Economics (2 works) · Engineering (2 works) · International Development and Aid (2 works) · Law (2 works)