Kibashini Naidoo

• Director at University of Johannesburg

This unique and timely book focuses on research conducted into the experiences of students from rural backgrounds in South Africa; foregrounding decolonial perspectives on their negotiation of access and transitions to higher education. This book highlights not only the challenges of coming from a rural background against the historical backdrop...

This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. The article, drawing on the experiences of student co-researchers a...

In their editorial for this third issue of SOTL in the South, Amanda Hlengwa and Kibashini Naidoo contextualise the papers in relation to socially just pedagogies in the ‘global south'. The articles in this issue focus on the scholarship of teaching and learning in 'southern' contexts such as New Zealand, South Africa, Botswana and Chile, and were...

This chapter argues for the scholarship of teaching and learning (SOTL) as a means to advance both a socially just pedagogy and a pedagogy for social justice in higher education. The concept of a socially just pedagogy is defined and the implications of this for SOTL for social justice are discussed. Most importantly, the chapter argues for a form...

In the South African higher education context, which is fraught with inequities and where many feel uncomfortable, the focus on socially just pedagogies and the positioning of teachers in relation to this is not just timeous and relevant, but crucial. In this article we share what we believe a posthumanist view has to offer researchers and educatio...

This article contributes to dialogue on theorising in higher education, with particular reference to professional academic development. It provides a critique of the evangelical adherence to dominant theories and argues that their uncritical use cannot contribute to addressing social injustices in higher education. It also argues for theorisation i...

In the context of the complex challenges facing higher education, this paper aims to illustrate how the translation of theoretical insights into a carefully formulated set of questions, can function as a flexible, discipline-specific developmental framework for curriculum development. Drawing primarily on Bernstein’s concept of the pedagogical devi...

In the face of the complex array of competing pressures currently faced by higher education, globally, nationally and institutionally (Maistry 2010; Clegg 2005) academic staff who are required to reconceptualise their curricula are often tempted to focus on the immediate demands of the classroom and to pay scant attention to the broader knowledge a...

There are many influences which affect student learning. As teachers we are often most conscious of the immediate features within the learning environment such as teaching materials, interactions, assessment and diversity. Whilst we are aware of other factors we seldom explore them in any depth. Moos maintains:‘…the influences of other life context...

Alternative and more effective teaching strategies are examined in the context of broad changes occurring in South African higher education.