Covid-19 and the entrenchment of a virtual Elite private school: Rethinking education policies in Zimbabwe

Hove, Baldwin; Dube, Bekithemba

doi:10.46303/jcve.2021.5

Cited by 9 publications

(8 citation statements)

References 11 publications

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“…This conclusion is in line with Wingfield's (2017) and Hall and Tandon (2017) argument that decolonising education is to eliminate colonial power and its centrality and replace it by restoring indigenous power and leadership. Perhaps, this is what Hove and Dube (2021) refer to as emancipative and transformative pedagogy. Hence, it is imminent to provide ubuntugogy as alternative teaching and learning that could reclaim native values as its own rather than those imposed on by Euro and Americentric hegemony (Al-Mahfedi, 2020).…”

Section: Discussionmentioning

confidence: 99%

Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa

Omodan

Diko

2021

JCVE

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The concept of ubuntugogy appears as an ordinary grammatical prowess to some, while it also remains unknown to many. This conceptual paper attempts to conceptualise ubuntugogy, not only as indigenous teaching and learning but also as a decolonial pedagogy with liberating potentials. An assumption exists that today’s pedagogical process in Africa is still laced with subjectivism, and it fails to challenge the Eurocentric hegemony that lies within school systems. The failure to address Eurocentrism explicitly leads to the need for ubuntugogy. Ubuntugogy, therefore, needs to be unpacked for better understanding. That is, this study is not to challenge the hegemony of westernised classrooms and their pedagogical process in Africa but to conceptualise the hidden potential of ubuntugogy to fill out the limited literature of the concept in the world of academics. Hence, the study provides answers to questions such as; what is ubuntugogy? What is the epistemology of ubuntugogy? What are the transformative tendencies of ubuntugogy, and how does ubuntugogy relevant in 21st Century classrooms? The study concluded that the idea of ubuntugogy is to create a learning environment where everyone feels empowered, encouraged and free from the burdens of Eurocentric and Americentric imposition with an open tendency of knowing and being human.

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Section: Discussionmentioning

confidence: 99%

Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa

Omodan

Diko

2021

JCVE

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“…The availability of digital devices and internet access are significant problems in many countries. Online education exposes the learner to increased screen time, even if economically disadvantaged pupils in many poor countries cannot afford it (Hove & Dube, 2021). Offline activities and self-exploratory learning have consequently become perception (Doucet et al, 2020).…”

Section: Lack Of Budget and Funding In Some Higher Institutionsmentioning

confidence: 99%

Reimagining the Purpose of Vocational Education and Training: Perspectives of Bhutanese TVET practitioners on online teaching and learning during the COVID-19 pandemic

Tshewang,

Sarki,

Wangmo

2023

JIPE

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Sustainable Development Goal (SDG) 4, which emphasises inclusive and equitable quality education and promotes lifelong learning opportunities for all was achieved by online teaching even during the COVID-19 pandemic. Additionally, online education helped reduce the cost of education, making it more accessible to individuals who might not be able to afford traditional brick-and-mortar schools. So the study was conducted in the midst of online teaching during the pandemic to assess the perceptions of the TVET practitioners and the students. The aim of this study was to conduct an online survey to learn more about how teachers and students perceived and experienced online classrooms. In response to the present pandemic situation, the general educational system also modified itself to include the delivery of classes via online means. Thus, this survey describes Technical Training Institute teachers’ and students’ perceptions and concerns with regard to taking online classes that have been made mandatory in the wake of COVID-19. The sample consisted of 10 trainers and 119 trainees from Technical Training Institute Samthang in Wangdue Phodrang. An online survey method (google forms) was used for data collection. The findings show that little more than 27% believed online teaching is effective. It is also reported that the negative aspect of online teaching is attributed to the low level of knowledge transfer (38%), less structured than classroom teaching (53%), challenging to clarify doubt (53%), and teacher designing teaching learning materials were not interesting with 78%. Overwhelming, 76% of the participants believed that the technical issue majorly disrupts the flow and pace of online teaching. Notably, most participants (69%) thought online education saved time. The study also brought up major challenges with the validity of the assessment system during online education.

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“…Typically, such institutions also lack skills, software and digital infrastructure necessary to implement online learning. For the students from poor backgrounds, they characteristically lack electricity, computers and have poor internet connectivity, which are necessary for the success of the roll-out of online-based learning (Sahu, 2020;Baldwin & Bekithemba, 2021). These situations cause great anxiety and uncertainty among students trying to learn using this mode and this affects their performance (Aristovnik et al, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19

Makwembere

Matarirano

Jere

2021

RESSAT

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In 2020, the COVID-19 pandemic pushed South African historically disadvantaged institutions, that had not yet reached advanced levels of technology use in teaching and learning, to find immediate solutions to salvage the disrupted academic year. Interactions with students, which had predominantly been face-to-face, shifted to various online platforms for lecturers to adopt emergency remote teaching approaches. Most of the lecturers were unprepared or incapacitated to make the shift to online environment. Studies have looked at the online teaching and learning experiences of students and lecturers during the COVID-19 pandemic but very few have taken an autoethographic approach to their inquiry and situated experiences in historically disadvantaged institutions. In this article, as lecturers, we use autoethnographies to provide an account of adjusting to interacting with students online during national lockdowns at a historically disadvantaged institution. The Social Cognitive Theory (SCT) was applied to guide the study. This reflexive approach is valuable, as it captures professional encounters and reflections needed to understand the effects of rapid changes to teaching and learning in response to the pandemic. Given the education disparities that already existed between South African higher education institutions before COVID-19, the article contributes to the discourse on how historically disadvantaged institutions can advance higher standards of teaching and learning to serve students better. Our reflections point to the personal, technical and structural challenges of maintaining regular online interaction. Our findings show that different approaches and techniques were applied to adjust to virtual teaching and learning. As teaching and learning methodologies have the potential to ingrain social inequalities, we made recommendations on how to improve online interactions with students from historically disadvantaged contexts.

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Covid-19 and the entrenchment of a virtual Elite private school: Rethinking education policies in Zimbabwe

Cited by 9 publications

References 11 publications

Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa

Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa

Reimagining the Purpose of Vocational Education and Training: Perspectives of Bhutanese TVET practitioners on online teaching and learning during the COVID-19 pandemic

Lecturer Autoethnographies of Adjusting to Online Student Interactions during COVID-19

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