Announcements
Call for papers: The Pursuit of Decoloising and Transforming Curriculum in Higher Education |
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Fostering diversity and social justice within institutions of higher education’s faculties, staff, students, research, curricula, and service to the community — creates a rich atmosphere for teaching, learning, and inquiry and is a necessary condition for preparing our graduates to succeed in a diverse world and to change it for the better. Furthermore, a history of oppression, inequity, and structural discrimination in the university, local, state, and national context. Diversity and interdisciplinarity are leveraged as critical components in our innovative research, inclusive and empowering curricula, and professional leadership. The postmodern critique on the idea of a just society provokes interesting debate. Can there ever be a just society? Can we ever view all people as inherently equal and entitled to the same rights and privileges? It’s hard to know, since most philosophers would argue that no one has ever created a completely just society, where all people have an even chance. Even in the most socialist nations, there is poverty and unequal distribution of wealth. The African continent, which hinges on creating social justice, has distinct problems, like the high rate of crime, unemployment, poverty, drug abuse, homelessness, and other problems which make sure all students receive the same high standard of education. This is no reason to abandon attempting to promote a just society and trying to aim for it. Yet due to the complex nature of society, the United Kingdom and United States of America may not ever fully achieve justice for all, and the complex debate of how to achieve these developing nations is ongoing (Gorski, 2013) Social justice is aimed at promoting a society which is just and equitable, valuing diversity, providing equal opportunities to all its members, irrespective of their disability, ethnicities, gender, age, sexual orientation or religion, and ensuring fair allocation of resources and support for their human rights |
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| Posted: 2020-02-24 | More... |
Ethics Approval |
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| Requirement for research ethic committee approval | |
| Posted: 2017-02-13 | More... |
SAJHE Publication dates 2020 - Vol 34 |
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Vol 34(1) 2020 - to be published in April Vol 34(2) 2020 - to be published in June Vol 34(3) 2020 - to be published in July Vol 34(4) 2020 - to be published in September Vol 34(5) 2020 - to be published in October Vol 34(6) 2020 - to be published in November/December |
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| Posted: 2020-02-01 | |
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Vol 33, No 6 (2019)
- The fourth industrial revolution reconsidered: On advancing cosmopolitan education
- Progress towards the implementation of the PRME: Lessons from a South African business school
- Impacts of implementing geogebra on eleventh grade student’s learning of Euclidean Geometry
- Students' experiences of human-centred interventions in a design education setting
- Does "free" higher education in South Africa make economic sense? Views of commerce students
- Informative assessment: A supportive tool for systemic validity in language education
- Re-positioning the competences of beginner teachers in South Africa: A capabilities perspective
- Students’ emerging pedagogical reflexivities in respect of their "student teacherly becoming" on a PGCE Diversity and Inclusivity module
- Health professions students' interprofessional experiences on a rural learning platform
- Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment
- E-Portfolios as a tool to enhance student learning experience and entrepreneurial skills
- Developing non-cognitive skills in part-time students at a South African university: Overcoming negativity and supporting behavioural change
- Radical inclusion: Students with disabilities’ professional learning in South African higher learning
- Prior accounting knowledge of first-year students at two South African universities: Contributing factor to academic performance or not?
- Mentee perceptions of beneficence of faculty-centered academic mentoring: Reflections from a pilot program
- Demystifying foundation phase teaching: Male student teachers’ motivation to enroll for B.ED. degree in foundation phase at a rural university
- Transitioning of final year nursing students to professional nurses: A best practice guideline