REPORT ON UKZN’s 8th ANNUALutlo.ukzn.ac.za/Files/2014 TLHEC_Report.pdfUKZN TLHEC 2014 REPORT 3...

2014

Compiled by: Reshma Subbaye &

Rubby Dhunpath

UTLO

REPORT ON UKZN’s 8th ANNUAL TEACHING & LEARNING IN HIGHER

EDUCATION CONFERENCE

UKZN TLHEC 2014 REPORT

1

CONTENTS

Introduction ............................................................................................................................................................... 2

Conference Attendance and Participation ...................................................................................................... 3

Conference Presentations ..................................................................................................................................... 4

Pre-conference Proceedings ................................................................................................................................ 5

Welcome ................................................................................................................................................................... 6

Opening Address ..................................................................................................................................................... 6

Keynote Speakers .................................................................................................................................................... 8

Plenary Discussion .................................................................................................................................................. 11

Workshops ................................................................................................................................................................ 12

UTLO TV ..................................................................................................................................................................... 13

Special Interest Group: Early Career Academics ............................................................................................ 14

Conference Gala Dinner and Cocktail Evenings ............................................................................................ 15

Media Coverage ................................................................................................................................................... 16

Conference Evaluation ........................................................................................................................................ 16

Acknowledgements .............................................................................................................................................. 17

Alternation (special conference issue) - call for papers ................................................................................ 18

COMING SOON: Conference book on curriculum in higher education .................................................... 18

UKZN 9th Annual Teaching and Learning IN Higher Education Conference (2015) .............. ……………19


2

INTRODUCTION

The Annual Teaching and Learning in Higher Education Conference (TLHEC) is a gathering of

academics, researchers and policymakers to showcase innovations, discuss issues and debate

challenges relevant to teaching and learning in Higher Education.

In 2014, the conference explored “Comparative

Perspectives on Higher Education Systemic

Change, Curriculum Reform, Quality Promotion

and Professional Development” through

engagement with 10 thematic strands. These

were:

1. Comparative continental and global

perspectives on curriculum reform in

higher education

2. Quality promotions & assurance as a

driver of curriculum reform and

institutional change, including the South

African council on higher education

undergraduate curriculum reform

proposal.

3. Funding higher education – new

challenges, opportunities and prospects

4. Mergers, de-mergers and differentiation

in higher education

5. Professional development in higher

education: models, practices and

innovations

6. Learning technologies (including

MOOCs), blended learning and

technology leadership

7. Alternative paradigms and emerging

directions in the scholarship of teaching and learning in higher education

8. Language policy planning and implementation in higher education: comparative national &

international trends and noteworthy practices

9. Responsive and innovative pedagogies, methodologies, technologies, learning tools and

resources in higher education

10. Advancing the professionalization of the management, administrative and support sectors in

higher education

THE CONFERENCE ATTRACTED 336 DELEGATES FROM SOUTH AFRICA

AND ABROAD.

SOURCE: CONFERENCE REGISTERS AND VIDEO-STREAMING STATS


3

CONFERENCE ATTENDANCE AND PARTICIPATION

UKZN’s 8th annual TLHEC was held at the Main Tutorial

Building on Edgewood campus (Pinetown); from the

25-27 September 2014. The event was organised and

co-ordinated by the University Teaching and

Learning Office (UTLO).

The conference was attended by 268 delegates from

across South Africa and abroad. In addition 68 staff

across UKZN viewed the keynote addresses and

workshops which were live-streamed.

In this report, the conference is evaluated using data

generated from the conference handbook, registers,

evaluation forms and post-conference email

messages.

It is generally acknowledged that various sectors and

stakeholders bring differing strengths, resources and

capacities to a conference. This variety enables the

development of policies and the dissemination of specialized research which addresses higher

education challenges and priorities. Another important outcome is the development of transnational

research networks and institutional linkages.

Table 1: Participant’s by institution (source: conference register)

Institution No of delegates

Anadolu University (Turkey) 2

Botho University(Botswana) 2

College of Education Igueben (Nigeria) 2

Martin Luther University Halle-Wittenburg (Germany) 2

Mauritius Institute of Education 3

Monash University Malaysia 1

National University of Lesotho 1

National University of Science and Technology (Namibia) 1

Sudan University 1

University of Bayeruth (Germany) 1

University of Dar-Es-Salaam (Tanzania) 1

University of South Australia 1

University of Swaziland 5

Sub-total (international) 23

Cape Peninsula University of Technology 8

Durban University of Technology 3

HSRC 1

MANCOSA 1

Mangosuthu University of Technology 1

National School of Governance 1

Nelson Mandela Metropolitan University 1

North West University 3

Parliament of RSA 1

Prince Mshiyeni Campus 1

Stellenbosch University 3

University of Johannesburg 4

University of Fort Hare 2

University of South Africa 5

University of Cape Town 5


4

University of Free State 5

University of KwaZulu-Natal 177

University of Limpopo 3

University of North West 1

University of Pretoria 2

University of the Western Cape 5

University of Venda 1

University of Witwatersrand 3

University of Zululand 4

Vaal University of Technology 4

Sub-total National 245

Grand Total 268

Two-thirds (66%) of conference delegates were from UKZN. It is interesting to note that 25% of

delegates were from other South African institutions and a further 9% were from abroad.

CONFERENCE PRESENTATIONS

A total of 199 abstract submissions were received. These abstracts were peer-reviewed and in the final

tally 142 submissions for oral presentations and 4 submissions for workshops were accommodated in

the conference programme. In addition there were 3 keynote addresses and a plenary discussion

(featuring 2 presenters). The Table below highlights the number of presentations by country.

Country No.

Australia 2

Canada 2

Lesotho 2

Mauritius 1

Mozambique 1

Namibia 2

Nigeria 3

South Africa 130

Turkey 1

United Kingdom 1

United States 4

Zimbabwe 2

Grand Total 151


5

PRE-CONFERENCE PROCEEDINGS

The preconference proceedings provided participating delegates with an opportunity to present their

full papers, with the aim of getting critique and feedback at the conference. Initially abstract

submissions were reviewed and a call for the submission of full-papers was made. Thirty-four papers

were received and peer-reviewed. Finally 23 were selected for publication.

Papers published featured a variety of Disciplines and topics on teaching and learning in higher

education. International submissions were also featured which suggests that the TLHEC’s profile

continues to progress beyond the South African borders.

CONFERENCE PROCEEDINGS

EDITOR

DR JAYA NAIDOO

TABLE OF CONTENTS

Proceedings review team:

Prof Sarah Bansilal, Dr Ronicka Mudaly, Dr Vinodhani

Paideya and Dr Shakila Singh


6

WELCOME

Dr Dhunpath welcomed delegates by reminding them that critical

thinking and a literate public have become dangerous to those who

want to celebrate orthodoxy over dialogue, emotion over reason

and ideological certainty over thoughtfulness. He went on to

elaborate that the purpose of this year’s conference was to bring

together a tapestry of comparative perspectives on how institutions

are responding to challenges in higher education, by deploying

responsive and innovative pedagogies and exploring alternative

paradigms in the scholarship of teaching and learning.

OPENING ADDRESS

Prof Vithal stated that teaching and learning in South African

universities is firmly on the agenda with the launch of the

Quality Enhancement Project (QEP) by the Council of Higher

Education (CHE) in February this year. One outcome of such

a move is that it opens opportunities for higher education

institutions themselves to direct their research knowledge and

expertise to their own terrain and their work. She reiterated

Ernest Boyer’s (1990) words, “The time has come to move

beyond the tired old “teaching versus research” debate and

give the familiar and honourable term “scholarship” a

broader, more capacious meaning one that brings legitimacy

to the full scope of academic work. From this perspective Prof

Vithal, outlined the scope of scholarship of teaching and

learning (SoTL) at UKZN:

A Teaching and Learning Competitive Research

Grant was established in 2009 to encourage

academics to undertake research in educational

aspect of their disciplines; and a Teaching Innovation

and Quality Enhancement Grant followed in 2010. In

the past five years, of the 236 proposals received by

the University Teaching and Learning Office (UTLO) for

these two grants, 118 projects were funded to the value of R5.8m benefitting 345 staff.

Recipients of these funds reported outputs of 69 conference papers and 60 accredited

articles. Projects on students and learning dominate, accounting for approximately 40% of the

funded projects.

DVC: TEACHING & LEARNING

UKZN

PROFESSOR RENUKA

VITHAL

CONFERENCE CONVENOR &

CHAIRPERSON

DIRECTOR: TEACHING & LEARNING

OFFICE

DR RUBBY DHUNPATH

… BRING TOGETHER A TAPESTRY OF

COMPARATIVE PERSPECTIVES ON HOW

INSTITUTIONS ARE RESPONDING TO

CHALLENGES IN HIGHER EDUCATION...


7

The Higher Education Training and Development unit created in the DVC: T&L portfolio initiated

a Higher Education PhD programme in partnership with the School of Education. Following a

cohort model of supervision, 12 academics registered in 2011 in the first cycle and another 19,

which include candidates from other African universities, enrolled this year.

In a major continuous professional development initiative, the University Education Induction

Programme was introduced in 2012, requiring all academics to take mandatory modules of 20

hours each in Teaching and Learning, Curriculum, Assessment and Supervision, with

exemptions for academics at the rank of senior lecturer and above, on the basis of having a

teaching portfolio assessed as Strength. Some 766 academics have attended these modules.

In an analysis of academic promotions at UKZN from 2009 to 2013 presented to Senate this

year, it was found that of the 136 successfully promoted candidates (79 or 58%) were

promoted on the basis of excellence in teaching (excluding those promoted to full professor

who demonstrated in excellence in both teaching and research).

At the annual teaching and learning in higher education conferences hosted by UTLO an

average 145 papers are presented each year and the conference is attended by

approximately 300 delegates; and in addition UTLO hosts on average 12 university-wide

seminars, colloquia and symposia each year. A full cycle of research support is provided from

grant proposal development and reviewing; abstract writing and conference presentation to

workshops on producing articles for publication.

In the past five years an estimated 178 accredited publications may be attributed to the

activities and support provided by the DVC: T&L portfolio.

Collectively all these initiatives have created a growing interest in SoTL and contributed to an

emergent critical mass of SoTL expertise across disciplines within Schools and Colleges and

within some of the professional services. It has encouraged an evidence-based and research-

informed approach to teaching and learning policies, programmes and interventions. It has

embedded a more scholarly discourse in teaching and learning deliberations. And it has

enabled a more reflective and creative thinking about teaching and learning in attempting

to find solutions to the many challenges confronting universities in providing a quality

education. In effect SoTL is being institutionalised at UKZN.

.

SOTL AT UKZN HAS ENCOURAGED AN EVIDENCE-BASED AND

RESEARCH-INFORMED APPROACH TO TEACHING AND LEARNING

POLICIES, PROGRAMMES AND INTERVENTIONS. IT HAS EMBEDDED A MORE

SCHOLARLY DISCOURSE IN TEACHING AND LEARNING DELIBERATIONS.

AND IT HAS ENABLED A MORE REFLECTIVE AND CREATIVE THINKING

ABOUT TEACHING AND LEARNING IN ATTEMPTING TO FIND SOLUTIONS TO

THE MANY CHALLENGES CONFRONTING UNIVERSITIES IN PROVIDING A

QUALITY EDUCATION...


8

KEYNOTE SPEAKERS

Humanities, Democracy and the Politics of Knowledge in

Higher Education

Chair: Dr Nyna Amin. UKZN, RSA

How can the humanities produce the intuitions of democracy in

the broadest possible race-, class-, and gender-diversified sector

of the population? What is it to teach the humanities? What is the

in-built a prioria of democracy? What is the role of the state and

constitutionality in the current global formation? How do we

confront the inevitable corporatization of the entire education

system? Why is it not enough to compartmentalize “higher

education?” What is the role of the curriculum? Of new textbooks?

What are the limits of economic empowerment? How are we to

approach indigenous knowledge systems? How do we gauge

“authenticity” in knowledge? What is the relationship between

quality in education and the democratic imperative? What is the

relationship between class, race, and liberal education in our

countries? Between a will to social justice and enforcement?

What is it to interpret a history of violence and use it without

accusation or excuse within the broadest interpretation of the

academy? Why is national liberation not a revolution? What is the role of epistemological change

clustered within education in notions of identity and the broader public? How do we combat the

anthropocene?

COLUMBIA UNIVERSITY, USA

PROFESSOR GAYATRI C.

SPIVAK

“PROF. SPIVAK’S IDEAS AND ARGUMENTS WERE

THOUGHT PROVOKING AND INTELLECTUALLY

ENRICHING. TWO STATEMENTS, IN PARTICULAR,

CAUGHT MY ATTENTION:

LEARNING HOW TO LEARN AND

TEACHING THE COGNITIVELY DAMAGED”.

SOURCE: DELEGATE COMMENT IN CONFERENCE EVALUATION


9

What Knowledge is of Most Worth? The Question of Undergraduate Curriculum Reform

Chair: Dr Thabo Msibi, UKZN, RSA

Focusing on the CHE Discussion Document - Undergraduate

Curriculum Reform in South Africa: The Case for Flexible

Curriculum Structure - and referencing both the UKZN Response

and Curriculum Studies in South Africa (a project focused on the

state of curriculum reform, research and development in South

Africa), Prof. Pinar examined the question of undergraduate

curriculum reform, including its relation to national history, culture,

and globalization. Because this multivariate context is crucial in

comprehending what is at stake in curriculum reform, one

element – such as “structure” – cannot be cast as the key

contributor to educational accomplishment. After critiquing the

Proposal – its ahistorical, neoliberal, systemic inflexibility coupled

with evidence-less assertions are among its crippling problems –

he critiqued the UKZN response as well. Among its problems

include its embrace of skills over (especially canonical or

“Western”) knowledge, its inflationary rhetoric (calling for

“emancipatory” higher education when the academic integrity

itself seems at stake), and its concessionary note that with

“proper” management the CHE proposal could be

implemented. After praising UKZN’s endorsement of institutional

autonomy, its critique of commodification, its affirmation of

indigenous languages and knowledges, and its cautionary note

concerning systemic school reform, Prof. Pinar concluded with associated concepts from curriculum

research and development in South Africa that can reconceptualise the question of undergraduate

curriculum reform.

UNIVERSITY OF BRITISH COLUMBIA,

CANADA

PROFESSOR WILLIAM

PINAR

“I FOUND THE SESSION ON CURRICULUM

REFORM [BY PROF. PINAR] VERY USEFUL. THIS

SEEMS TO BE A NEGLECTED AREA OF THEORY

AND PRACTISE IN SA”

SOURCE: DELEGATES COMMENTS FORM CONFERENCE EVALUATION


10

Universities as Learning Organizations … Are We There Yet

Chair: Prof Damtew Teferra, UKZN, RSA

This presentation was based on a qualitative study that

examined the how the intersection of gender, socio-

cultural factors, and organizational culture impact

professional experiences of women academics at a

selected public university in Ghana and South Africa.

Given the glaring absence of women in academic

positions across many African universities, particularly at

academic ranks beyond the entry-level, junior-lecturer or

lecturer positions, this presentation provided an

understanding of challenges and opportunities that

influence the upward mobility of women academics and

the strategies these women have employed to succeed

in professional contexts that are not always supportive.

The presentation particularly interrogated the role of

universities, especially as these institutions of higher

learning (in developing countries) undergo significant

transformation in this era of globalization.

MICHIGAN STATE UNIVERSITY, USA

PROFESSOR REITU

MABOKELA

“PROF. MABOKELA’S KEYNOTE ADDRESS WAS WELL

DELIVERED”

“HER WORKSHOP WAS VIBRANT AND VALUABLE

AND MOTIVATED ME”

SOURCE: DELEGATES COMMENTS FORM CONFERENCE EVALUATION


11

PLENARY DISCUSSION

Languages and Indigenous Knowledge (Prof Matsinhe)

The top-down exogenous models of development informed and inspired by the desire to have one

solution to poverty reduction across the globe regardless of the socio-cultural realities obtaining in the

countries where they are applied, do not appear to yield the desired results. In Africa, for instance,

while economies have officially been recording double-digit growth, levels of poverty do not appear

to change for the better. There have therefore been calls to conduct applied research that would

unearth the wisdom deposited in the indigenous knowledge systems and use it to support endogenous

models of development that would change the lives of the vast majority of Africans for the better.

However, although this is the first step in the right direction, the main challenge is that the African

languages that are the repository and vehicle of indigenous knowledge are not part and parcel of

the research.

On the intellectualization of African Languages for Use in Higher Education and Training

(Dr Langa Khumalo)

It has been persuasively argued that since the end of the Second World War, language became a

new contested centre for global domination. Hitherto English has been parroted as a unifying global

lingua franca albeit to the detriment of other languages particularly African languages. The

staggering effect of the English hegemony in Africa is that despite having over 2000 languages, there

seems to be no single indigenous African language that is used as a medium of instruction beyond

primary education level in disciplines other than specific language courses. Africa still retains English

(and is some parts French and Portuguese) as a language of instruction in education. In recent years,

South Africa has started to be responsive to the yearning need to advance indigenous African

languages consistent with the provisions of her laudably progressive constitution. The University of

KwaZulu-Natal (UKZN) is a case in point and has taken the lead in institutionalizing the

intellectualization of isiZulu as the best strategy in the advancement of indigenous African languages

in Higher Education and Training institutions.

LEFT TO RIGHT: PROF. SOZINHO MATSINHE, DR LANGA

KHUMALO AND PROF. RENUKA VITHAL (PANEL-CHAIRPERSON)


12

WORKSHOPS

Workshops of 2-hours each were conducted for the duration of the conference. The table below lists

the topics, presenters and number of workshops conducted.

Da

y 1

No. Workshop name Presenter/s

1 Envisioning and aesthetic education in an era of globalisation Gayatri Spivak

2 Repositioning students as central in curriculum reform: Context,

conviction, incorporation

William Pinar

Da

y 2

3 The PhD and beyond: Building a successful academic career Reitumetse Mabokela

4 Teaching with your mouth shut! Engaged pedagogy and

performative teaching

Maheshvari Naidu

The workshops were

most interesting

because of the

engagement and

sharing of best

practices…especially

useful for a first time

attendee

Delegate’s comments form conference evaluation

Conference delegates


13

UTLO TV

Teaching & Learning TV: Video recordings of interview panels with the keynote

speakers, UKZN DVC (Teaching & Learning): Professor Renuka Vithal and various

academics were chronicled during the conference. These sessions were anchored

by Professor Sarojini Nadar (Professor in the School of Religion & Theology) and are

available on http://www.youtube.com/user/utlotv.

T&L TV: Interview panel with Prof. Spivak

The Table below shows the Youtube viewer-analytics for these videos as at 28 October 2014 (one

month after the conference):

VIDEO Number of views

TLHEC8 - Day 1 - Keynote Address by Prof Spivak 207

Teaching & Learning TV - Panel Discussion with Prof Spivak 189

Teaching & Learning TV - Panel Discussion with Prof Pinar 134

TLHEC8 - Day 1 - Workshop by Prof Spivak 120

Teaching & Learning TV - Panel Discussion with Prof Mabokela 60

TLHEC8 - Day 2 - Keynote Address by Prof Pinar 55

TLHEC8 - Day 1 - Welcome, Opening Address 50

TLHEC8 - Day 3 - Keynote Address by Prof Mabokela 40

Teaching & Learning TV - Interview with Prof Vithal 36

TLHEC8 - Day 1 - Workshop by Prof Pinar 32

TLHEC8 - Day 2 - Plenary Panel by Prof Matsinhe and Dr Khumalo 29

TLHEC8 - Day 1 - Welcome, Opening Address 62

TOTAL VIEWS 1014

http://www.youtube.com/user/utlotv


14

SPECIAL INTEREST GROUP: EARLY CAREER ACADEMICS

Early-Career Academics (ECA): A project of the International Network for Higher Education in Africa

(INHEA) at the Higher Education Training and Development (UKZN) commissioned by the Carnegie

Corporation of New York

Context & background

Massive growth in enrolment, surge in diverse providers, increased access to marginal and non-

conventional beneficiaries, and robust delivery modes riding on ICT have been instrumental in

expanding opportunities to African higher education, spawning unprecedented opportunities as well

as chronic challenges for the recruitment, retention and mobility of academics.

While expansion has been laudable, the quality of education and its delivery have been a subject of

considerable discussion—and concern—as academics on the continent are aging escalating the

need for preparing the next generation of academic staff. In Sub-Saharan Africa, qualified human

capital remains scarce compared to the continent’s development needs. Recent studies have

identified the direct relationship between approaches to pedagogy; the attitudes of academic staff;

the skills of academic staff in teaching and assessment practices (also referred to as staff ‘under-

preparedness’); pressures on the time and energy of academic staff; and staff demotivation by rapid,

and unfavourable, changes in the university. It is against the background of this premise that this study

explores and analyses the experience and expectations of early-career academics, in their induction

to the teaching profession in higher education institutions.

Early-Career Academics: Teaching Expectations and Experience

Higher education in Africa has afforded little or no attention to the state of teaching skills of academics

in institutions. Most academics are not known to have been trained to teach; and most are expected

to acquire competence in the context of their practice.

The ECA study examines how early-career academics in African universities learn to teach; how they

are conducted to the academic profession; and the extent of requisite tools, support, and incentives

that universities provide them in their preparation for teaching and learning.

Methodology and Outcomes

The study was conducted by research teams in seven major African Universities including, Addis

Ababa (Ethiopia), Eduardo Mondlane (Mozambique), Ghana, Ibadan (Nigeria), Kwazulu-Natal,

Makerere (Uganda), and Wits.

The conference provided the ECA project teams ECA an opportunity and space in which to

deliberate on their work. It envisaged that the project will have both practical as well as academic

outcomes serving diverse constituencies including academics, policy makers, development

agencies, institutional leaders/managers and (educational) researchers.


15

Highlights of the conference

included the cocktail evening

and gala dinner and:

Prof Damtew Teferra

shared the newly launched

International Journal of

African Higher Education

with delegates.

Dr Dhunpath announced

the arrival of the UKZN

Teaching & Learning

Report (2013)

Delegates were treated to

live music by the George

Marie Band and Mpume

and the Band.

CONFERENCE GALA

DINNER AND

COCKTAIL EVENINGS


16

MEDIA COVERAGE

Several conference presentations

were profiled in newspapers across

the country (Daily News, Mercury,

Natal Witness etc.). Prof Reitu

Mabokela’s presentation on day 3

of the conference was profiled on

SABC news.

CONFERENCE EVALUATION

Conference delegates were required to rate different aspects of the conference viz. pre-conference

administration, registration processes, venue and catering quality. A 5-point Likert scale was used,

where 1=Poor...5=Excellent. The evaluation forms were also made available on http:

http://click.ukzn.ac.za/survey.php?keyword=tlhec2014. Figure 1 below shows the average ratings for

various aspects of the conference. Based on these ratings, the conference achieved an overall score

of 4.1.

Figure 1

0 1 2 3 4 5

Quality of the food

Overall impressions of the catering

Overall impressions of the venue and catering

Seating arrangements

Service during meal and tea times

Overall impression of the venue

Audio-visual provisioning

Efficiency of the conference secretratariat in managing the…

Location and access to the venue

Quality of reception and registration at the conference

Adequate and secure parking

Overall Conference Ratings

Poor Excellent

“YOUR CONFERENCE BROUGHT OUT THE BEST IN ME.

THANK YOU.”

PROF GAYATRI SPIVAK.

SOURCE: EMAIL CORRESPONDENCE TO DR DHUNPATH

http://click.ukzn.ac.za/survey.php?keyword=tlhec2014


17

ACKNOWLEDGEMENTS

Special thanks to:

Ms Sli Mchunu and Ms Nondumiso Cele for logistical management for the conference

Ms Corlia Ogle for assembling the conference programme

Mr Ebrahim Adam for his tireless efforts in ensuring the success of Teaching and Learning TV

Dr Jaya Naidoo for reviewing and publishing our pre-conference proceedings

Prof Saroj Nadar for anchoring the panel interviews with our keynote speakers

Mrs Nokwanda Mazibuko-Mngidi for roving photography

Mr Siya Ntombela for uploading conference photos onto our website in real-time

Mr Ruben Murugan, Mr James Naicker and the team for their timeous delivery of excellent

quality T&L TV videos.

Our student assistants who helped delegates throughout the conference

Last but definitely not least we would like to thank the conference organising committee and

abstracts review panel members who have supported our efforts to strengthen and enhance

the conference in terms of quality. Your spirit of volunteerism is greatly valued.

Acknowledgements:

Teaching and Learning Staff

UKZN ICS - Audio visual support, Live streaming & Internet access,

UKZN Corporate Relations – profiling the conference and media relations

Edgewood Campus Building Management


18

ALTERNATION (SPECIAL CONFERENCE ISSUE) - CALL FOR PAPERS

Alternation is an international journal which publishes interdisciplinary contributions

in the fields of the Arts and Humanities in Southern Africa. The guest editors for the

special issue of Alternation (ISSN 123 1757) will select papers presented at the

conference and will contact authors to see if they are interested in their papers

being published in the journal. The editors will be looking for original and insightful

papers on teaching and learning in higher education (and linked to 2014

conference themes.

COMING SOON: CONFERENCE BOOK ON CURRICULUM IN HIGHER

EDUCATION

Contributing authors:

Gayatri Spivak William Pinar Reitu Mabokela Langa Khumalo Sozinho Matsinhe

Renuka Vithal

Thabo Msibi

Randhir Rawatlal

Rubby Dhunpath Nyna Amin

Sarojini Nadar Bala Pillay Damtew Teferra

Kriben Pillay Michael Samuel


19

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