Curriculum Without Borders?

Amin, Nyna

doi:10.1007/978-94-6300-896-9_17

Cited by 5 publications

(3 citation statements)

References 8 publications

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“…This is likely to be a forever-contested space of critical debate (Bozalek, Leibowitz, Carolissen & Boler 2014). A SOTL in the South is transgressive in its critique of the managerial agendas which confine the creative possibilities of our epistemic explorations -our need to erase and establish new territories of research (Amin 2016). Whilst recognising the need to affirm the previously marginalised, the newer agendas of a SOTL of the South cannot remain descriptively celebratory or advocatory accounts of the alternative.…”

Section: Closing Commentsmentioning

confidence: 99%

Developing a syntax for SOTL

Samuel

2017

Sotls

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This article presents an overview of conceptions of a scholarship of teaching and learning (SOTL) as reflected by one specific conference held in South Africa. The data draws inductively on the abstracts and reflective analysis of the presentations made which interpreted the relationships between teaching and research excellence in higher education (HE). A team of critical reviewers of these inputs summarised the interrelated conceptions of SOTL: firstly, as a micro-level description of “best practices” (pedagogical action); and secondly, as a meso-level alignment between individual/ disciplinary/ departmental pedagogical practices and the HE institutional environment (institutional action). The latter agenda spanned staff capacity-building initiatives, collaborative curriculum planning, institutional quality assurance regimes and the use of institutional data analytical approaches to planning. Many presentations also argued that the micro- and meso-levels need to be more aligned strategically to matters of social justice and reconstruction of the HE system at a macro-level (social action). This transformative agenda requires individuals, disciplines and institutions to become more comfortable with boundary-crossings across disciplines, more shared work in collaborative curriculum planning, and increased awareness of the co-optive econometric and epistemic Eurocentric discourses surrounding the HE system. A syntax for SOTL, especially in developing world contexts, should consciously aim at interpreting the tensions and intersections between micro-, meso- and macro-levels of influence. This should not mean capitulating to (externally-driven) agendas, but engaging in a form of “epistemic disobedience”, which consciously challenges the sources of SOTL choices in relation to their appropriateness for specific situated contexts of the marginalised South. A sensitive and relevant SOTL for the South agenda is robust (conscious of its choices), responsive (cognisant of the likely consequences of options) and resilient (conscious of long-term sustainability and uncertainty). How to cite this article: SAMUEL, Michael. Developing a syntax for SOTL. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 19-38, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=11>. Date accessed: 12 sep. 2017. This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Section: Closing Commentsmentioning

confidence: 99%

Developing a syntax for SOTL

Samuel

2017

Sotls

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“…While many traditional notions of the curriculum are static and sedentary in that any curriculum is an attempt "to fi x a body of knowledge," it is important for us to reimagine the curriculum as "dynamic, open, fl exible and without borders." 18 A static curriculum is often a "settled curriculum" that is an eff ect of its settler colonial origins. 19 Rather than seeing a canonization of mobilities scholarship as fi xed within a curriculum, it is important refl ect on how we, as mobilities scholars, can refl ect on and contribute to an "engaged curriculum for higher education" that is implicitly mobile and mobilizing.…”

Section: Mobilities In and Out Of The Classroommentioning

confidence: 99%

Introduction

Gibson,

Pearce

2023

Transfers

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The past decade or so has seen a proliferation of introductions, handbooks, and companions to mobilities studies, all of which have played a crucial role in defining and developing the field.1 These overviews have proved especially important in maintaining the purpose and integrity of mobilities scholarship as it has expanded into a multidisciplinary phenomenon whose status (“paradigm”? “subject area”? “field”?) has become increasingly hard to pin down.2 Over time, these multiple applications and interventions have added ever more depth and complexity to what mobilities—as an interpretative framework—can achieve, but its popularization has not been without risk. For example, there has been a tendency within (some) humanities research for “mobility” to be understood merely as a synonym for movement (e.g., transport, travel, migration, etc.) rather than the complex system of power- inscribed social, discursive, and political mobile practices envisaged by Tim Cresswell, Mimi Sheller, John Urry, and Peter Adey (albeit in slightly different ways).3 Handbooks, encyclopedias, and special issues are thus invaluable in keeping the principles that first informed mobilities scholarship in view to new generations of scholars, and it is our hope that this double issue—on mobilities and/as pedagogy—will make a distinctive contribution to these ongoing debates. As every teacher knows, the “classroom” (broadly conceived) is the one place where it is impossible to “fudge” what a concept—or body of knowledge—means and why it matters, and we believe the nine articles gathered together here make an excellent case for why attention to pedagogy is a sure means of maintaining the rigor, as well as the innovation, of mobilities scholarship. Although the second decade of mobilities research gave rise to several important publications on “mobile methods” more widely, this is the first publication to focus specifically on pedagogy, even though most of us who conduct research in the field also incorporate it into our teaching and public engagement work.

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“…Attention has been given to how the curriculum at universities disenfranchises previously disadvantaged members of the community in particular and the whole student community in general through its curriculum borders. Amin (2016: 294) posits that the content taught at university is ‘decontextualised, ahistorical and perhaps, irrelevant preparation for post institutional intents’. While the authors agree with this observation, they also think that the physical and social infrastructure at universities is community-averse it still follows apartheid trajectories as observed by Bank et al (2018: 1).…”

Section: Making a Case For Social Cohesion Through Engaged Creative-pmentioning

confidence: 99%

Advancing the Exploration of Engaged Creative-Placemaking Amongst Universities and Communities for Social Cohesion in South Africa

Mutero

Govender

2019

Journal of Asian and African Studies

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This article frames a discussion on how South African universities and communities can co-create university spaces that facilitate repairing the country’s dented social, economic and political infrastructure through engaged creative-placemaking. The first section further explores the concept followed by a discussion of historical issues which have a material bearing on how universities can and should frame community engagement in South Africa. It pays close attention to how post-apartheid nation building is hindered by the remnants from the past and is dislocated to both the present and the future. The article also brings into question the type and role of leadership, in both universities and communities. The final section of the article presents a framework for engaged creative-placemaking delineating the antecedents that are needed by the key stakeholders, namely, public and private enterprises, university and the community to successfully work together in achieving a just society through creative-placemaking. Improving place liveability through engaged creative-placemaking has the potential to stimulate local economies and leads to cultural diversity, civic engagement and increased innovation.

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Curriculum Without Borders?

Cited by 5 publications

References 8 publications

Developing a syntax for SOTL

Developing a syntax for SOTL

Introduction

Advancing the Exploration of Engaged Creative-Placemaking Amongst Universities and Communities for Social Cohesion in South Africa

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