This book outlines successful transformation strategies and efforts that have been developed to assist South African higher education system in moving beyond its post-apartheid state of being. Through case studies authored by South African higher education scholars and scholars affiliated with South African institutions, this book aims to highlight the status of transformation in the South African higher education system; demonstrate the variety of transformation initiatives used in academic institutions across South Africa; and offer recommendations to further advance this transformation. Written for scholars and advanced students of higher education in international settings, this volume aims to support quality research that benefits the demographic composition of South African academics and students, and to offer lessons that can inform higher education transformation in similarly multicultural societies.
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ix | |
| Foreword |
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x | |
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| Preface |
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xiv | |
| Acknowledgments |
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xviii | |
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1 Moving From Apartheid to a Post-Apartheid State of Being and Its Impact on Transforming Higher Education Institutions in South Africa |
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1 | (14) |
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Theme 1 Producing Successful Graduates |
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13 | (2) |
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2 Lecturers' Reflections on Curricular Spider Web Concepts as Transformation Strategies |
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15 | (12) |
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3 Language and Academic Literacies Development at the University of Johannesburg |
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27 | (12) |
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37 | (2) |
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4 (UN)trapped? Transformative Voices of Four Black Female "Novice" Academics in a South African Higher Education Institution |
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39 | (14) |
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Zanele Heavy-Girl Dube-Xaba |
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Maserole Christina Kgari-Masondo |
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Theme 3 Diverse and Multicultural Teaching |
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51 | (2) |
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5 Is an Agenda for an Inclusivity Framework to Drive Transformation a Possibility or an Idealistic Dream? |
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53 | (16) |
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67 | (2) |
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6 Research Supervision Capacity Building: Towards Sustainable Learning Communities of Practice in South African Higher Education Institutions |
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69 | (14) |
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Theme 5 New Institutional Identities |
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81 | (2) |
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7 Supporting Academic and Social Transformation in a Teacher Education Lecture Room |
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83 | (10) |
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8 Academic Development at the Durban University of Technology: Advancing the Transformation Agenda in Higher Education |
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93 | (16) |
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Theme 6 Additional Policies, Practices and Initiatives |
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107 | (2) |
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9 Beyond Epistemology: Ontological Transformation in South African Universities |
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109 | (12) |
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| About the Contributors |
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121 | (5) |
| Index |
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126 | |
Chaunda L. Scott is an associate professor in the Department of Organizational Leadership and Diversity and Inclusion Specialist for the Office of the Dean in the School of Education and Human Services at Oakland University in Rochester, Michigan, USA.
Eunice N. Ivala is an associate professor and the coordinator of the Educational Technology Unit at Cape Peninsula University of Technology in Cape Town, South Africa.
