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Empowering Novice Academics for Student Success
0R430,00This book is essential for academics that enter the field of higher education and training, as it focuses on preparing teachers and trainers to respond appropriately to student success challenges. Student success is a burning issue, both globally and locally. While student achievement is determined by a combination of factors, teachers and their teaching practices do matter. Higher education teachers are expected to fulfil different roles at different times, such as planning for curriculum implementation, mentorship and coaching, facilitating learning, resource development, and student assessment. Against this background the primary purpose of Empowering novice academics for student success: Wearing different hats is building the capacity of novice teachers and trainers to play an influential role in increasing student success throughput.
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Empowering Novice Academics for Student Success
0R180,00The preparation for a career in education and training cuts into all three categories of knowledge: cognitive, affective, and psychomotor, and all four dimensions of competence. The implication is that effective teaching requires not only theoretical knowledge, but also practical abilities that include a range of instructional skills and techniques. The workbook therefore contains a number of activities intended to promote professional competence. The types of activities vary: they are used to stimulate thinking (promoting reflective practice), and provide guidance in the application of knowledge, as well as developing certain instructional skills. Note that the amount of activities included here is only scratching the surface; different teaching matters should receive priority in the continuous professional development (CPD) of academic staff.
Readers may perceive some of the activities as challenging, or find it difficult to relate to that, owing to being novices in higher education teaching and learning. In view of this, the reading includes comments on each activity (Activity solutions), as well as comments on the reflection activities, as a further attempt at supporting and enhancing the professional development of novice teachers.
The workbook includes reading on aspects of resource design for learning enhancement. Since this particular topic involves many technical aspects, it is presented separately from the content in the textbook, and is regarded as an enrichment opportunity.
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Enacting a Public Theology
0R275,00The practice of a public theology is to identify issues that require attention for the sake of a civil society and the flourishing of all. In diverse ways the writers of Enacting a Public Theology recognise that the present is a volatile moment in time. The publication explores the loss of confidence in the contemporary expressions of democracy; the climate emergency accompanies the dawn of the Anthropocene; the migration of people raises concerns to do with identity, belonging and where is home; the invasion of land wrongly described as terra nullius and then invaded demands a deepened praxis of reconciliation between first and second peoples; and lastly there is an urgent need to speak into the situation of those pushed to the margins because of HIV/Aids.
Enacting a Public Theology represents the thinking of writers from Australia and Aotearoa-New Zealand. It is both local and global in its concern. Each one of the contributors participated in the triennial gathering of the Global Network of Public Theology held in Stellenbosch in 2016.
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Enacting a Public Theology
0R220,00The practice of a public theology is to identify issues that require attention for the sake of a civil society and the flourishing of all. In diverse ways the writers of Enacting a Public Theology recognise that the present is a volatile moment in time. The publication explores the loss of confidence in the contemporary expressions of democracy; the climate emergency accompanies the dawn of the Anthropocene; the migration of people raises concerns to do with identity, belonging and where is home; the invasion of land wrongly described as terra nullius and then invaded demands a deepened praxis of reconciliation between first and second peoples; and lastly there is an urgent need to speak into the situation of those pushed to the margins because of HIV/Aids.
Enacting a Public Theology represents the thinking of writers from Australia and Aotearoa-New Zealand. It is both local and global in its concern. Each one of the contributors participated in the triennial gathering of the Global Network of Public Theology held in Stellenbosch in 2016.
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Encountering Adamastor
0R215,00The volume of W.S. Barnard is a first in a series of life-histories of the founding geographers in South Africa published by the Centre of Geographical Analysis at Stellenbosch University. Life-histories are reported in five ways: the commendation lauds the winner of an award; the obituary by necessity speaks well of the dead; the brief entry in a dictionary or encyclopedia is highly stylized and constrained by editorial guidelines; in the autobiography the author tells his own story in his own way; and, finally, the biography comes in a range of formats and structures. At the one extreme is the complete life-history, written by a specialist following the historiographical method and based on the critical assessment of primary sources; at the other is the belletristic overview: descriptive, anecdotal, facile and artful.
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Encountering Adamastor
0R0,00The volume of W.S. Barnard is a first in a series of life-histories of the founding geographers in South Africa published by the Centre of Geographical Analysis at Stellenbosch University. Life-histories are reported in five ways: the commendation lauds the winner of an award; the obituary by necessity speaks well of the dead; the brief entry in a dictionary or encyclopedia is highly stylized and constrained by editorial guidelines; in the autobiography the author tells his own story in his own way; and, finally, the biography comes in a range of formats and structures. At the one extreme is the complete life-history, written by a specialist following the historiographical method and based on the critical assessment of primary sources; at the other is the belletristic overview: descriptive, anecdotal, facile and artful.
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Engaging Higher Education Curricula
0R0,00The authors aim to stimulate discussion about the nature and purposes of critical citizenship education in higher education. Rather than promoting a blueprint for change, the authors thoughtfully consider a generative research agenda for transformative higher education and focus on how this orientation in higher education plays out on the ground. This book, together with its Coda that takes the conversation beyond critical citizenship education to include responsible citizenship, provides compelling reasons and sound suggestions for a way forward.
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Engaging Higher Education Curricula
0R290,00‘The authors aim to stimulate discussion about the nature and purposes of critical citizenship education in higher education. Rather than promoting a blueprint for change, the authors thoughtfully consider a generative research agenda for transformative higher education and focus on how this orientation in higher education plays out on the ground. This book, together with its Coda that takes the conversation beyond critical citizenship education to include responsible citizenship, provides compelling reasons and sound suggestions for a way forward.
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Engaging Schooling Subjectivities across Post-Apartheid Urban Spaces
0R335,00Aslam Fataar, one of South Africa’s few educational sociologists working with ethnographic methods, captures the complex interactions and dynamics between social life, school processes and youth subjectivity in townships in the Western Cape. His work with concepts of mobilities and space is enormously generative, providing a way for teachers, principals, communities and policy makers to engage with the ?complex ecologies? of young people’s learning in urban schools.
As an astute policy analyst, he also well knows the systemic barriers in the way of achieving this. The last chapter, on possibilities for pedagogical justice at the site of the school, considers how disengaged students might re-engage through leveraging explicit pedagogic connections between their lifeworlds and school practices. Acknowledging that pedagogy cannot be the only means for revitalising schooling, the author nevertheless insists that marginalised young people’s consent needs to be won by schools that make use of, rather than ignore, their strengths, knowledges and aspirations. The approach to the troubled question of youth and subjectivity is enlightening, and vital to understanding the post-apartheid city and school. The book fills a much-needed gap in educational sociology in South Africa.
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Engaging Schooling Subjectivities Across Post-apartheid Urban Spaces
0R0,00Aslam Fataar, one of South Africa’s few educational sociologists working with ethnographic methods, captures the complex interactions and dynamics between social life, school processes and youth subjectivity in townships in the Western Cape. His work with concepts of mobilities and space is enormously generative, providing a way for teachers, principals, communities and policy makers to engage with the ‘complex ecologies’ of young people’s learning in urban schools. As an astute policy analyst, he also well knows the systemic barriers in the way of achieving this. The last chapter, on possibilities for pedagogical justice at the site of the school, considers how disengaged students might re-engage through leveraging explicit pedagogic connections between their lifeworlds and school practices. Acknowledging that pedagogy cannot be the only means for revitalising schooling, the author nevertheless insists that marginalised young people’s consent needs to be won by schools that make use of, rather than ignore, their strengths, knowledges and aspirations. The approach to the troubled question of youth and subjectivity is enlightening, and vital to understanding the post-apartheid city and school. The book fills a much-needed gap in educational sociology in South Africa.
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Entrepreneurship, Training, Education and Job Creation
0R215,00The papers included in this book were taken from the proceedings of the University of Johannesburg, Faculty of Management, Department of Entrepreneurship, 2010, Entre- preneurship Training, Education and Job Creation Conference. These papers address some of the issues in terms of entrepreneurship training, education and job creation.
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Environmental Ethics
0R360,00This well-constructed, and highly original, sourcebook integrates educational materials for teaching environmental ethics with theoretical reflections. The book is set to contribute immensely to its aim of taking ethics out of philosophy departments and putting it into the streets, into villages, and on the EarthNto make ethics an everyday activity, not something left to experts and specialists. Context-based activities are presented in almost every chapter.
While it acknowledges foundational theories in environmental ethics, and the work that they continue to do, it wholeheartedly embraces a growing body of literature that emphasises contextual, process-oriented, and place-based approaches to ethical reflection, deliberation, and action. It walks on the ground and isnOt afraid to get a little dirty or to seek joy in earthly relationships. And it ultimately breaks with much Western academic tradition by framing Oethics in a storied worldO, thus making room to move beyond Euro-American perspectives in environmental issues. This work will be of interest to school teachers and other non-formal and informal educators, teacher educators, college instructors, university professors, and other professionals who wish to bring environmental ethics to the forefront of their pedagogical practices.
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