The conflation of English competence and academic literacy: A case study of three Namibian universities
- Homateni Julius, Lukas, McKenna, Sioux, Mgqwashu, Emmanuel M
- Authors: Homateni Julius, Lukas , McKenna, Sioux , Mgqwashu, Emmanuel M
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482888 , vital:78698 , https://doi.org/10.1080/14703297.2023.2251948
- Description: Success in higher education relates in part to competence in the medium of instruction. But the academic literacy literature provides compelling evidence that competence in the medium of instruction is insufficient to ensure success. Crucially, students need to take on the literacy practices of the discipline or field. This study offers a thematic analysis of the mandatory support courses that have been developed at the three universities in Namibia to enhance students’ chances of success. The data comprised course documents, interviews with academics, and classroom observations. In all three institutions the courses introduced to support student success were offered in an ‘autonomous model’. Higher education success was seen to rest on English competence, conceptualised as the correct use of standard grammar. In making a call for better induction we also ask: how might we enable access to practices of the academy while providing space for challenging the norms and values?
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- Authors: Homateni Julius, Lukas , McKenna, Sioux , Mgqwashu, Emmanuel M
- Date: 2023
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/482888 , vital:78698 , https://doi.org/10.1080/14703297.2023.2251948
- Description: Success in higher education relates in part to competence in the medium of instruction. But the academic literacy literature provides compelling evidence that competence in the medium of instruction is insufficient to ensure success. Crucially, students need to take on the literacy practices of the discipline or field. This study offers a thematic analysis of the mandatory support courses that have been developed at the three universities in Namibia to enhance students’ chances of success. The data comprised course documents, interviews with academics, and classroom observations. In all three institutions the courses introduced to support student success were offered in an ‘autonomous model’. Higher education success was seen to rest on English competence, conceptualised as the correct use of standard grammar. In making a call for better induction we also ask: how might we enable access to practices of the academy while providing space for challenging the norms and values?
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A wake-up call: Equity, inequality and Covid-19 emergency remote teaching and learning
- Czerniewicz, Laura, Agherdien, Najma, Badenhorst, Johan, Belluigi, Dina Z, Chambers, Tracey, Chili, Muntuwenkosi, De Villiers, Magriet, Felix, Alan, Gachago, Daniela, Gokhale, Craig, Ivala, Eunice, Kramm, Neil, Madiba, Matete, Mistri, Gitanjali, Mgqwashu, Emmanuel M, Pallitt, Nicola, Prinsloo, Paul, Solomon, Kelly, Strydom, Sonja, Swanepoel, Mike, Waghid, Faiq, Wissing, Gerrit
- Authors: Czerniewicz, Laura , Agherdien, Najma , Badenhorst, Johan , Belluigi, Dina Z , Chambers, Tracey , Chili, Muntuwenkosi , De Villiers, Magriet , Felix, Alan , Gachago, Daniela , Gokhale, Craig , Ivala, Eunice , Kramm, Neil , Madiba, Matete , Mistri, Gitanjali , Mgqwashu, Emmanuel M , Pallitt, Nicola , Prinsloo, Paul , Solomon, Kelly , Strydom, Sonja , Swanepoel, Mike , Waghid, Faiq , Wissing, Gerrit
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439449 , vital:73598 , https://doi.org/10.1007/s42438-020-00187-4
- Description: Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality-vital, resource and existential-exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.
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- Authors: Czerniewicz, Laura , Agherdien, Najma , Badenhorst, Johan , Belluigi, Dina Z , Chambers, Tracey , Chili, Muntuwenkosi , De Villiers, Magriet , Felix, Alan , Gachago, Daniela , Gokhale, Craig , Ivala, Eunice , Kramm, Neil , Madiba, Matete , Mistri, Gitanjali , Mgqwashu, Emmanuel M , Pallitt, Nicola , Prinsloo, Paul , Solomon, Kelly , Strydom, Sonja , Swanepoel, Mike , Waghid, Faiq , Wissing, Gerrit
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/439449 , vital:73598 , https://doi.org/10.1007/s42438-020-00187-4
- Description: Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality-vital, resource and existential-exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.
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Transitions from rural contexts to and through higher education in South Africa: negotiating misrecognition
- Mgqwashu, Emmanuel M, Timmis, Sue, de Wet, Thea, Madondo, Nkosinathi Emmanuel
- Authors: Mgqwashu, Emmanuel M , Timmis, Sue , de Wet, Thea , Madondo, Nkosinathi Emmanuel
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/148435 , vital:38739 , DOI:10.1080/03057925.2020.1763165
- Description: This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, and self-help groups, influenced their transitions into higher education and journey through university and to their identities, agency and sense of belonging. The paper argues that university practices, values and norms need to acknowledge and incorporate all students’ prior experiences and histories and recognise their powerful contribution in working towards a decolonial higher education.
- Full Text:
- Authors: Mgqwashu, Emmanuel M , Timmis, Sue , de Wet, Thea , Madondo, Nkosinathi Emmanuel
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/148435 , vital:38739 , DOI:10.1080/03057925.2020.1763165
- Description: This paper reports on an international collaborative study that investigated how students from rural contexts negotiate the transition to university, and how prior cultural and educational experiences influence their higher education trajectories. A qualitative, participatory methodology was adopted, centred on co-researcher narratives, digital artefacts and discussions. Findings demonstrate how family and community, including religious, study, and self-help groups, influenced their transitions into higher education and journey through university and to their identities, agency and sense of belonging. The paper argues that university practices, values and norms need to acknowledge and incorporate all students’ prior experiences and histories and recognise their powerful contribution in working towards a decolonial higher education.
- Full Text:
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