An edited collection, "Teaching in extended programmes in South Africa: classroom contexts, lecturer identities and teaching practices", due to be published in December 2018, "attempts to offer a window into the daily teaching realities of university lecturers working in the extended curriculum and first year domains at local universities".
"...we’ve come up with a series of questions to encourage academics across faculties to unearth some of the norms, assumptions and everyday practices that are taken for granted and which may be entangled in the “hidden curriculum”. This might help us to think through the “how” as well as the “what”, as a first practical step towards “decolonising” our teaching."
Humanities Education Development Unit's Shannon Morreira and Associate Professor, Kathy Luckett report on the work of a working group called "Decolonising Pedagogy in the Humanities".
Congratulations to Natasha Hendricks, a PhD fellow based at the Children’s Institute, for being selected as a recipient of the Resources and Prevention of Child Abuse and Neglect (RAPCAN) Legacy Doctoral scholarship in July 2019.
Nearly half of women across South Africa are subjected to violence by an intimate partner. This in turn negatively affects about one in four children. A child who is exposed to violence in the home also risks being abused and will, quite reasonably, fear for their own safety.
"Where fundamental human rights are violated, we as a society need to stand up particularly when the rights violation affects the most vulnerable members of our society." CI's Stefanie Röhrs writes about how violence against children is undermining the realisation of their human rights.
Lynne Coleman, Senior Lecturer at Cape Peninsula University of Technology, takes a look at recently published collection, Teaching in Extended Programmes in South Africa, which features reflections by ADP lecturers on classroom practices in extended programmes.
Is there a relationship between university world rankings and quality of teaching? What is the relationship between quality and addressing inequality at HEIs? A/Prof Suellen Shay reflects on these questions in this recent The Conversation article.
The Neuroscience Institute put out a Request for Applications in 2018 in order to encourage start-up collaborative grants, that could be converted into larger grants to sustain independent investigators. We are pleased to announce that 3 grants have been awarded.
Dr Ying Zhao’s MMed study is entitled “Improved treatment outcomes with bedaquiline when substituted for second-line injectable agents in multidrug resistant tuberculosis”. Her MMed is supervised by Dr Sean Wasserman and Professor Graeme Meintjes.