Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories
Bibliographic Data
| ID | 21778808 |
|---|---|
| Authors | Chaka (0000-0003-3558-4141, University of South Africa), Chaka Chaka, Thembeka Shange (0000-0001-9259-5512, University of South Africa), Sibusiso Clifford Ndlangamandla (0000-0001-5259-9711, University of South Africa), Sibusiso Ndlangamandla, Dumisile Mkhize (0000-0003-2207-1937, University of South Africa) |
| Year | 2022 |
| Volume | 17 |
| Issue | 2 |
| Pages | 6-24 |
| Publication date | 2022-12-13 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Contemporary Issues in Education (JOURNAL) |
| Journal identifiers | ISSN: 1718-4770 • E-ISSN: 1718-4770 |
| Publisher | University of Alberta Libraries (PUBLISHER) |
| DOI | 10.20355/jcie29494 |
| OpenAlex | W4311300645 |
| Language | EN |
| Citations received | 4 |
| References cited | 25 |
This paper discusses aspects of the scholarship of teaching and learning (SoTL) in South African higher education (HE) and locates it within what it calls Southern theories. Three examples of such theories that the paper advances are Southern decolonial theory, decoloniality, and transversality, which it frames from the Global South standpoint. Concerning the first theory, the paper argues that SoTL, both as a notion and as a practice, needs to be problematized, critiqued, and contextualized according to the Global South HE settings in which it is applied. One of its key points in this regard is that SoTL has to question and critique the dominant epistemic practices and scholarly practices underpinning the curricula of Global South higher education institutions (HEIs), and through which students are framed in these HEIs. With reference to both decoloniality and transversality, the paper foregrounds components of SoTL that are aligned to these two approaches in a way that dismantles their hierarchical relations. Most importantly, it contends that transversality is capable of decentering Western truth claims in favor of polycentric epistemologies, frameworks, and methodologies that resonate with and that have applicability to the Global South
Decoloniality · Epistemology · Pedagogy · Political science · Scholarship · Scholarship of Teaching and Learning · Sociology · Teaching method · Transversality · Adult and Continuing Education Topics · Education and Critical Thinking Development · Higher Education Practises and Engagement · Law · Mathematics · Philosophy
African religions & philosophy
Innovations and Challenges in Applied Linguistics from the Global South
The Scholarship of Teaching
Epistemologies of the South
On the Educational Potential of Ubuntu
Exercising Southern and Decolonial (Self)critique in Translanguaging
English Language Learners, Labels, Purposes, Standard English, Whiteness, Deficit Views, and Unproblematic Framings
Hegel and Africa
On the Margins of SoTL Discourse
The Intersection between Multilingualism, Translanguaging, and Decoloniality in the Global South
Translanguaging, Decoloniality, and the Global South
Decoloniality and the Humanities
Data Epistemologies, The Coloniality of Power, and Resistance
Decolonizing the university
Politics of the ‘South’
Reframing Justice in a Globalizing World
Decolonizing critical discourse studies
The ethics of becoming in a pedagogy for social justice. A posthumanist perspective
Decolonizing Post-Colonial Studies and Paradigms of Political-Economy
Do African postcolonial theories need an epistemic decolonial turn
The Geopolitics of Knowledge and the Colonial Difference
Teaching in the afterward
Coloniality and Modernity/Rationality
On the Coloniality of Being
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |