Najma Agherdien
Biographic Data
| ID | 85125 |
|---|---|
| NAME | Najma Agherdien |
| GIVEN NAMES | Najma |
| FAMILY NAME | Agherdien |
| SIGNATURE | AGHERDIEN N |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0002-2334-4581 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Higher Education for Good
Cronin, C. and Czerniewicz, L. (eds.). 2023. Higher Education for Good: Teaching and Learning Futures. Cambridge: Open Book Publishers
Enacting criticality and care
Thisarticleprovides an account of onehigher education teacher’sviews on the notions of criticality and critiquewithin the context of continuous professional learning spaces for academicsand in which the Scholarship of Teaching and Learning(SoTL)is central.Ipresent an account of enactingSoTL practices through criticality and(with)care. Included is an account of SoTL engagements with academics,a processthat takes time, courage, patience,and hope.Th…
Enacting criticality and care
This article provides an account of one higher education teacher’s views on the notions of criticality and critique within the context of continuous professional learning spaces for academics and in which the Scholarship of Teaching and Learning (SoTL) is central. I present an account of enacting SoTL practices through criticality and (with) care. Included is an account of SoTL engagements with academics, a process that takes time, courage, patie…
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…
Enabling transformation through socially just critical pedagogies in a health and wellbeing course
This paper offers a uniquely South African (SA) perspective on a blended learning course at a contact institution. In bringing together authentic learning (AL), social justice pedagogies and technology informed by student experiences, this paper hopes to contribute to the discourse around social justice in higher education (both nationally and internationally) and the inherent tension associated with critical (transformative) pedagogies. The atte…
Enabling transformation through socially just critical pedagogies in a health and wellbeing course
This paper offers a uniquely South African (SA) perspective on a blended learning course at a contact institution. In bringing together authentic learning (AL), social justice pedagogies and technology informed by student experiences, this paper hopes to contribute to the discourse around social justice in higher education (both nationally and internationally) and the inherent tension associated with critical (transformative) pedagogies. The atte…
Enabling transformation through socially just critical pedagogies in a health and wellbeing course
This paper offers a uniquely South African (SA) perspective on a blended learning course at a contact institution. In bringing together authentic learning (AL), social justice pedagogies and technology informed by student experiences, this paper hopes to contribute to the discourse around social justice in higher education (both nationally and internationally) and the inherent tension associated with critical (transformative) pedagogies. The atte…
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…
Enacting criticality and care
Thisarticleprovides an account of onehigher education teacher’sviews on the notions of criticality and critiquewithin the context of continuous professional learning spaces for academicsand in which the Scholarship of Teaching and Learning(SoTL)is central.Ipresent an account of enactingSoTL practices through criticality and(with)care. Included is an account of SoTL engagements with academics,a processthat takes time, courage, patience,and hope.Th…
Enacting criticality and care
This article provides an account of one higher education teacher’s views on the notions of criticality and critique within the context of continuous professional learning spaces for academics and in which the Scholarship of Teaching and Learning (SoTL) is central. I present an account of enacting SoTL practices through criticality and (with) care. Included is an account of SoTL engagements with academics, a process that takes time, courage, patie…
Higher Education for Good
Cronin, C. and Czerniewicz, L. (eds.). 2023. Higher Education for Good: Teaching and Learning Futures. Cambridge: Open Book Publishers
Medicine (3 works) · Political science (3 works) · Psychology (3 works) · Argument (complex analysis (2 works) · Criticality (2 works) · Epistemology (2 works) · Higher Education Practises and Engagement (2 works) · Law (2 works) · Pedagogy (2 works) · Sociology (2 works)