Critical Studies in Teaching and Learning (CriSTaL) 2021-06-18T16:58:19+00:00 Daniela Gachago Open Journal Systems <p>Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that describe, theorise and reflect on teaching and learning practice in higher (university) education continentally and globally. The editors welcome contributions that are critical and well-researched, whether they are analytical, theoretical or practice-based, as well as contributions that deal with innovative and reflective approaches to higher education teaching and learning. We are particularly interested in articles that have relevance to the South African educational context.</p> <p>&nbsp;</p> Editorial 2021-06-18T16:53:53+00:00 Sean Samson Gideon Nomdo 2020-12-13T00:00:00+00:00 Copyright (c) 2020 Sean Samson, Gideon Nomdo An ethics of care: PGCE students’ experiences of online learning during Covid-19 2021-06-18T16:55:51+00:00 Jennifer Feldman <p>The article discusses the online teaching and learning experiences of university students during the recent countrywide lockdown and higher education institutional shutdown due to the Covid-19 pandemic. Drawing on philosopher Joan Tronto’s phases of care and associated moral elements, the article reports on survey data from a large cohort of students in the Post Graduate Certificate of Education programme at Stellenbosch University and seeks to analyse the students’ care needs and experiences of care during this period. The aim of the article discussion is not to answer the question whether the university institution offered the students good care during the campus shutdown and remote teaching and learning, but rather to understand the experiences of the students of online teaching and learning during this time.</p> 2020-12-09T00:00:00+00:00 Copyright (c) 2020 Jennifer Feldman Building knowledge with theory: Unpacking complexity in doctoral writing 2021-06-18T16:57:49+00:00 Kirstin Wilmot <p>The use of theory to analyse and interpret empirical data is a valued practice in much social science doctoral research. A crucial aspect of this practice involves generating sophisticated theoretical understandings and critiques of phenomena in our social world. Despite the importance of theory, however, few concrete explanations of how to ‘theorise’ exist in literature. This paper addresses this gap by demonstrating how a set of conceptual tools can be used to unpack what the craft of theorising looks like in explicit terms, and to reveal how this ability develops over time during the drafting process of dissertation writing. It does this by drawing on select texts from a successful doctoral dissertation, as well as an earlier draft version. In doing so, the paper provides an in-depth explanation of an essential process of doctoral research that is inherently known by many supervisors, yet seldom unpacked in explicit terms.</p> 2020-12-09T00:00:00+00:00 Copyright (c) 2020 Kirstin Wilmot Demystifying student plagiarism in academic writing: Towards an ‘educational’ solution 2021-06-18T16:56:21+00:00 Hloniphani Ndebele <p>Plagiarism has become a recurrent challenge in higher education institutions, threatening the integrity of universities and their academic standards. The exacerbation of this issue can be largely linked to the escalating presence of online resources, which are easily accessible to knowledge and information communities worldwide. Many universities have thus instituted reactive measures that focus on detecting and policing plagiarism with little consideration of proactive and educational measures that can address the primary reasons for plagiarism and foster a community of academic integrity on their campuses. The purpose of this paper is, therefore, to interrogate the treatment of plagiarism in universities, and provide recommendations for better educational approaches to address this issue in proactive ways that also acknowledge the complex, contextual background of the South African higher education landscape. Understanding the primary reasons students plagiarise is critical in finding educational rather than punitive solutions to address the issue.</p> <p>&nbsp;&nbsp;</p> 2020-12-09T00:00:00+00:00 Copyright (c) 2020 Hloniphani Ndebele Conceptualising (dis)advantage in South African higher education: A capability approach perspective 2021-06-18T16:58:19+00:00 Oliver Gore Melanie Walker <p>Higher education policy in South Africa uses the concept of ‘historically disadvantaged’ to address inequities and inequalities. <em>Disadvantage</em> specifically refers to black students who are marginalised in higher education due to structural factors associated with the apartheid legacy of segregation. In this paper, drawing from the capability approach, the authors argue that (dis)advantage can be better understood in terms of students’ capabilities, functionings, and agency, which go beyond race to address other forms of oppression like class, gender and related individual factors. Students with a wider capability set and agency to convert resources into capabilities and functionings are deemed advantaged in comparison with those who have a narrower capability set and lack agency. Based on theory and empirical findings, this paper offers a complex, multidimensional and nuanced conceptualisation of (dis)advantage to understand practical interventions in higher education. The findings show that foregrounding race in addressing disadvantage is limiting and policy should therefore provide opportunities to all students for them to succeed.</p> 2020-12-09T00:00:00+00:00 Copyright (c) 2020 Oliver Gore Using group work to harness students’ multilinguistic competencies for a better understanding of assignment questions 2021-06-18T16:56:50+00:00 Manduth Ramchander <p>In South Africa, it is readily acknowledged that there is an absence of pedagogy to inform multi-language usage for students for whom English is not a first language. Equally noteworthy, is that while group work has been used extensively as an active learning methodology, which has not been explored to the same extent is the manifestation of translanguaging when working in groups. This study explored how best to harness students’ multilingual competencies for a better understanding of assignment questions. The population comprised of first year Business Communication students at a university of technology. A mixed method research design revealed that when multilingual students engaged in group work, there was a tendency of gravitation towards translanguaging which resulted in students having a better understanding of assignment questions. It was concluded that group work can serve as an enabler for translanguaging, harnessing students’ multilingual competencies for a better understanding of their work.</p> 2020-12-09T00:00:00+00:00 Copyright (c) 2020 Manduth Ramchander Towards African humanicity: Re-mythogolising Ubuntu through reflections on the ethnomathematics of African cultures 2021-06-18T16:55:22+00:00 Iman Chahine <p>Throughout the history of mathematics, Eurocentric approaches in developing and disseminating mathematical knowledge have been largely dominant. Building on the riches of African cultures, this paper introduces ethnomathematics as a discipline bridging mathematical ideas with cultural contexts thereby honoring diversity and fostering respect for cultural heritages. Ethnomathematics promotes a conceptualisation of culture to include the <em>authentic</em> humanity of the people sharing collective beliefs, traditions, and practices. I propose the term African<em> humanicity</em> to refer to the authentic African experience that reflects genuine African cultural identity. I further argue that immersion in the ethnomathematical practices of African cultures provides insight into critical factors shaping African students’ success in mathematics. Drawing upon the vast literature on the ingenuity of African cultures, I present ethnomathematical ideas that permeate numerous African indigenous knowledge systems that could be introduced in the mathematics curriculum. These systems include folk games and puzzles, kinship relations, and divination systems.</p> 2020-12-10T00:00:00+00:00 Copyright (c) 2020 Iman Chahine Advancing a social justice agenda in health professions education 2021-06-18T16:57:20+00:00 Cecilia Jacobs Susan Van Schalkwyk Julia Blitz Mariette Volschenk <p>Health Professions Education (HPE) curricula have a dual purpose: to deliver professionals who are clinically competent and critically conscious of the contexts and health systems they serve. This qualitative study advances a social justice agenda by exploring the range of understandings that HPE teachers have of this dual purpose of their curricula. Thirty-four respondents participated in eleven focus groups and eleven interviews. Data were analysed thematically. While participants understood this dual purpose of their curricula, some felt that clinical competence should be emphasised above critical consciousness. Implementing curricula that develop critically conscious graduates raises questions about what counts as knowledge, and about how far our responsibility extends in preparing students to become change agents. This has implications for the role and identity of the HPE teacher and points to a re-envisioning of the process of curriculum development and the role that HPE centres play in the process of curriculum development.</p> <p>&nbsp;</p> 2020-12-09T00:00:00+00:00 Copyright (c) 2020 Cecilia Jacobs Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research 2021-06-18T16:54:52+00:00 Jocey Quinn <p>Taylor, C.A. &amp; Bayley, A. 2020. <em>Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research, </em>London: Palgrave Macmillan</p> 2020-12-13T00:00:00+00:00 Copyright (c) 2020 Jocey Quinn Nancy Fraser and Participatory Parity:Reframing Social Justice in South African Higher Education 2021-06-18T16:54:22+00:00 Cheryl Hodgkinson-Williams <p>Bozalek, V. &amp; Hölscher, D. &amp; Zembylas, M. (eds.) 2020. <em>Nancy Fraser and Participatory Parity</em><em>:</em></p> <p><em>Reframing Social Justice in South African Higher Education</em>. London: Routledge.</p> 2020-12-13T00:00:00+00:00 Copyright (c) 2020 Cheryl Hodgkinson-Williams