Emmanuel Mfanafuthi Mgqwashu
Biographic Data
| ID | 6457736 |
|---|---|
| NAME | Emmanuel Mfanafuthi Mgqwashu |
| GIVEN NAMES | Emmanuel Mfanafuthi |
| FAMILY NAME | Mgqwashu |
| SIGNATURE | MGQWASHU E M |
| AFFILIATIONS | North-West University |
| ORCID | 0000-0001-6547-5021 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
Students as co-researchers
This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser’s social justice concepts of participatory parity, redistribution, recognition, and representation, we argue that methodologies and methods for researching students’ experiences need to r…
A timely question
Drawing from my own experiences and critical reflections on my journey to becoming a professor, I show how two types of pressures facing higher education institutions necessitate a revisiting of the role of a professor. These pressures are, firstly, to account for “market-friendliness” and, secondly, to respond to the transformation and decolonisation imperatives as a result of massification. I show the broader socio-economic and political condit…
Beliefs Acceptance Model (BAM)
This paper argues that issues related to pre-service teachers’ beliefs about teaching and learning can no longer be limited to research findings. There is an urgent need for such findings to inform curricular choices in teacher education programmes. The existence of these beliefs can no longer be ignored in the choices that shape the teacher education curricula. There is a need to acknowledge the important role they play in pre-service teachers’ …
A Wake-Up Call
Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addres…
Transitions from rural contexts to and through higher education in South Africa
This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, a…
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
On developing academic literacy in the mother tongue for epistemological access
This paper reports on a study that examined the extent to which the development of academic literacy in isiZulu, an indigenous language spoken across all the nine provinces in South Africa, enhances opportunities for epistemological access. The focus is in relation to a pilot study of a Bachelor of Education Honours module that uses isiZulu as the Language of Learning and Teaching. New Literacy Studies is used to examine the extent to which an un…
Putting the cart before the horse
Students from disadvantaged educational backgrounds at HWUs are faced with the problem of ‘swimming against the tide’ and, unfortunately, most of them sink
University Learning
Transitions from rural contexts to and through higher education in South Africa
This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, a…
On developing academic literacy in the mother tongue for epistemological access
This paper reports on a study that examined the extent to which the development of academic literacy in isiZulu, an indigenous language spoken across all the nine provinces in South Africa, enhances opportunities for epistemological access. The focus is in relation to a pilot study of a Bachelor of Education Honours module that uses isiZulu as the Language of Learning and Teaching. New Literacy Studies is used to examine the extent to which an un…
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
University Learning
Putting the cart before the horse
Students from disadvantaged educational backgrounds at HWUs are faced with the problem of ‘swimming against the tide’ and, unfortunately, most of them sink
On developing academic literacy in the mother tongue for epistemological access
This paper reports on a study that examined the extent to which the development of academic literacy in isiZulu, an indigenous language spoken across all the nine provinces in South Africa, enhances opportunities for epistemological access. The focus is in relation to a pilot study of a Bachelor of Education Honours module that uses isiZulu as the Language of Learning and Teaching. New Literacy Studies is used to examine the extent to which an un…
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
A Wake-Up Call
Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addres…
Transitions from rural contexts to and through higher education in South Africa
This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, a…
Beliefs Acceptance Model (BAM)
This paper argues that issues related to pre-service teachers’ beliefs about teaching and learning can no longer be limited to research findings. There is an urgent need for such findings to inform curricular choices in teacher education programmes. The existence of these beliefs can no longer be ignored in the choices that shape the teacher education curricula. There is a need to acknowledge the important role they play in pre-service teachers’ …
A timely question
Drawing from my own experiences and critical reflections on my journey to becoming a professor, I show how two types of pressures facing higher education institutions necessitate a revisiting of the role of a professor. These pressures are, firstly, to account for “market-friendliness” and, secondly, to respond to the transformation and decolonisation imperatives as a result of massification. I show the broader socio-economic and political condit…
Students as co-researchers
This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser’s social justice concepts of participatory parity, redistribution, recognition, and representation, we argue that methodologies and methods for researching students’ experiences need to r…
Political science (7 works) · Pedagogy (5 works) · Sociology (5 works) · Higher education (4 works) · Gender Studies (3 works) · Gender Studies (3 works) · Higher Education Practises and Engagement (3 works) · Law (3 works) · Psychology (3 works) · Citizen journalism (2 works)