Engaging with Difference in Higher Education through Collaborative Inter-Institutional Pedagogical Practices

Autor/inn/en	Bozalek, V.; Carolissen, R.; Leibowitz, B.; Nicholls, L.; Rohleder, P.; Swartz, L.
Titel	Engaging with Difference in Higher Education through Collaborative Inter-Institutional Pedagogical Practices
Quelle	In: South African Journal of Higher Education, 24 (2010) 6, S.1023-1037 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Higher Education; Racial Segregation; Foreign Countries; Teaching Methods; Institutional Cooperation; Educational Innovation; Disadvantaged Schools; Program Descriptions; Human Services; Curriculum Development; Workshops; Self Concept; Program Evaluation; Criticism; College Faculty; College Students; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Rassentrennung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Institute; Co-operation; Cooperation; Institut; Kooperation; Instructional innovation; Bildungsinnovation; Humanitäre Hilfe; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernwerkstatt; Schulung; Selbstkonzept; Programme evaluation; Programmevaluation; Kritik; Fakultät; Collegestudent; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Apartheid-designed higher education institutions continue to have a major influence on students and higher educators in South Africa. There is a need for innovative approaches for engaging with difference in higher education. One means of doing this could be through innovative pedagogical approaches. The Community, Self and Identity project provides an illustrative example of how some of the challenges noted by the current minister of higher education could be addressed. In this course, students and higher educators from historically differently placed institutions and disciplines came together to critically interrogate concepts that could be regarded as core to human service professionals. As higher educators, we shared concerns regarding the cultural encapsulation perpetuated by the separation across historically advantaged and disadvantaged institutions. We set out to develop strategies in the curriculum that would allow students and higher educators to re-evaluate their own positions in relation to disciplinary knowledge, institutional and social identities. (Contains 3 notes and 1 table.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10