Epistemic Disruptions in Reconstituting Higher Education Pedagogy in South Africa: The Student and Management Perspective

Home » Faculty of Education » Research » South African Research Chair in Teaching and Learning » Projects » Socially Just Pedagogies and Curriculum Decolonisation » Epistemic Disruptions in Reconstituting Higher Education Pedagogy in South Africa: The Student and Management Perspective
The project involves six universities: University of Johannesburg (UJ), Cape Peninsula University of Technology (CPUT),
University of KwaZulu Natal (UKZN), University of Fort Hare (UFH), and Sol Plaatje University (SPU). It aims to build a rigorous
research base to expand knowledge in two key areas—the COVID-19 pandemic and student-led decolonisation movements in South African higher education.
The project acknowledges the significant epistemic disruptions caused by these two critical issues within the higher education landscape.

Selected Publications:

  1. Chiramba, O. (2021). Integrating resilience in teaching and learning in South African universities in the COVID-19 era: A scoping review.
    African Perspectives of Research in Teaching and Learning, 5, 112–127.
  2. Tella, O., & Motala, S. (Eds.) (2020). From Ivory Towers to Ebony Towers: Transforming Humanities Curricula in South Africa, Africa and African-American Studies.
    Auckland Park: Jacana.
  3. Rensburg, I., & Motala, S. (2020). Higher education reform revisited: Fault lines and opportunities, pathways to higher education reform.
    In I. Rensburg, S. Motala, & M. Cross (Eds.), Transformation in Higher Education in South Africa. Rotterdam: Sense Publishers.