Announcements

We would like to invite you to contribute to an upcoming issue, 7(1), of the Scholarship of Teaching and Learning (SOTL) in the South journal, an online, open-access and peer-reviewed journal dedicated to fostering dialogue and research on teaching and learning in higher education in the global South, or about the global South. This issue will be devoted to the topic of Doing Academia Differently, planned for publication in April 2023. 

 

Background, rationale and theme

While there have been a wide range of efforts to transform higher education in South Africa, as well as elsewhere, with more recent emphasis on decolonising the university, a groundswell of dissatisfaction continues particularly with respect to the entrenchment of global neoliberalisation in the academy. Neoliberalism and corporatisation of the university has had a major impact on practices of academia and the lives of academics, as well as student/scholars and early-stage researchers (Bauman & Doskis, 2013; Braidotti, 2013; Callinicos, 2006). Higher education discourses and practices perpetuate injustices in organisational structures, and are visible in teaching methods and assessment mechanisms, research practices and publishing norms, curricular content and design of courses (Mbembe, 2016). For example, publishing and reviewing are scholarly practices which have become problematic in these neoliberal times, precisely because of the enormous demand for academics to publish their work in accredited and prestigious academic journals. Academics find that their career trajectories, including their employment prospects at other universities and their promotion to more senior levels in academia, is primarily based on their citations in so-called ‘A’ rated international journals. In addition to this, many academics are pressurised into the unpaid labour of conducting peer reviews of manuscripts for journals and publishers. If academics do not carefully organise themselves, they could be swamped by reviewing tasks and externally moderating large quantities of postgraduate work. Teaching loads are becoming higher and teaching is becoming increasingly casualised. The pressures that these imperatives place on academics are not conducive to quality thought, collaborative and generous engagement with others, all of which matter greatly in academia. Notwithstanding social justice emphases, the project of socially valuable research is being lost in the pursuit of individualised scholarship.

 

Much of the scholarship directed at social justice, transformation and decolonisation in the university, in both global and local contexts, has been engaged in a critical interrogation of the historical and contemporary logics of scholarship and how they reflect and reproduce unequal access, practices and privileges and bolster larger material-discursive inequalities and injustices. While valuable and necessary, efforts may have become stuck in a repetitive moment which fails to offer useful alternatives for re-thinking, re-making, reconfiguring and re-doing scholarship by taking a further step and asking what now? Importantly, ways of engaging in alternative, experimental and affirmative social justice scholarship remain relatively undeveloped.

 

In this regard, recent intellectual developments in the contemporary philosophical and theoretical fields of posthumanism, new materialism, non-representationalism and affective studies are offering ground-breaking possibilities of reconceptualising everyday practices of scholarship. Drawing on contemporary theoretical and methodological advances in these areas, we are looking for contributions which envisage ways of thinking otherwise in academia. Papers which would be considered for inclusion in this special issue would be those which resist the technicist and individualised outputs necessitated by neoliberalist imperatives (see Anderson & Harrison, 2010; Barad, 2007, 2020; Barad & Gandorfer 2021; Braidotti, 2013, 2019; Stengers, 2018; Thrift, 2008; Vannini, 2015).

 

The proposed special issue is specifically directed at papers which document practical and processual opening up of spaces for experimentation with alternative ways of making knowledge in higher education, through engaging novel, theoretically informed methodologies of research, pedagogies, reviewing, and other practices of scholarly engagement.

 

The scholarly themes which this special issue will be focusing on are the following:

 

Main Theme

How can we do academia differently by making affirmative scholarly spaces that rupture and re-imagine ideas and practices through experimentations with inventive methodologies? (Scholarly spaces inclusive of reading, writing, reviewing, pedagogic and curricula practice, researching, mentoring, supervising etc.)

 

Sub-themes

  • How could using theoretical tools such as new materialist, non-representational theories, and posthuman perspectives provide new insights for reconceptualising and conducting academic work and practice in higher education?
  • What experimental practices of doing academic work have been explored or can be invented?
  • What are the political implications of developing these practices in contexts of neoliberal higher education?
  • How might we actualise and/or disseminate these ideas and practices in different geopolitical locations and disciplines in ways that cultivate an ethos for socially just higher education?
  • What contributions might post-qualitative research methods offer the scholarship, theory and pedagogy of just academic practices in higher education?

 

Please indicate which of the sub-themes in relation to doing academia differently your paper will address. In addition to these sub-themes, we would be looking for papers which pertain to the focus and scope of the SOTL in the South journal for this themed issue. The journal accepts papers that pertain to its stated focus and scope, as stated on its website.

 

All articles will be subjected to a double-blind peer-review process. Submissions are encouraged from as many countries in the global South as possible, as well as from marginalised perspectives within the global North. Reviewers are solicited from countries across the global South. Submissions should be reviewed by individuals from more than one country in order to ensure relevance and readability for an international audience.

 

All submissions to SOTL in the South are subject to a plagiarism check using Turnitin.

 

Please submit proposed titles of your articles and an extended abstract of about 700 words to the guest editors, Professors Vivienne Bozalek (vbozalek@gmail.com) and Denise Newfield (newfield@iafrica.com) by 29 April 2022.

 

Please use the SoTL in the South author guidelines. Articles are freely accessible and there are no processing fees.  If you have problems with the website please contact our Editor at sotl.south.journal@gmail.com.

 

Timeframe

  • Title and extended abstracts (incorporating an abstract (150 - 200 words) and an introduction (500 words) (abstract and introduction +/- 700 words) – 29 April 2022
  • Notification of selected abstracts for themed issue –20 May 2022
  • Submission of articles to SOTL in the South (here, you must register as an author on the journal’s website and submit your article, which should be between 5 000 and 8 000 words) – 23 September 2022
  • Reviewer feedback – 23 October 2022
  • Webinar presentation of draft paper for those selected for submission to the themed issue of SoTL in the South23 November 2022
  • Reworked article – 31 December 2022
  • Approved by Guest Editors– 31 January 2023
  • Copy-editing and proofreading (February, March 2023)
  • Publication date: April 2023

 

We hope to publish between 5 and 18 articles in April 2023.

 

Guest editors

Vivienne Bozalek is an Emerita Professor in Women’s and Gender Studies at the University of the Western Cape, and Honorary Professor in the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University. She was previously a Senior Professor and Director of Teaching and Learning at the University of the Western Cape. She holds a PhD from Utrecht University. Her research interests and publications include the political ethics of care and social justice, posthumanism and feminist new materialisms, innovative pedagogical practices in higher education, post-qualitative and participatory methodologies. Her most recent co-edited books include Theorising Learning to Teach in Higher Education with Brenda Leibowitz and Peter Kahn (Routledge, 2017), Socially Just Pedagogies: Posthumanist, Feminist and Materialist Perspectives in Higher Education with Rosi Braidotti, Tamara Shefer and Michalinos Zembylas (Routledge 2019), Nancy Fraser and Participatory Parity: Reframing Social Justice in South African Higher Education with Dorothee Hölscher and Michalinos Zembylas (Routledge, 2020), Posthuman and Political Care: Ethics for Reconfiguring Higher Education with Michalinos Zembylas and Joan Tronto (Routledge, 2021), Post-Anthropocentric Social Work: Critical Posthuman and New Materialist Perspectives, with Bob Pease (Routledge, 2021), and Higher education Hauntologies: Living with Ghosts for a Justice-to-come with Michalinos Zembylas, Siddique Motala and Dorothee Hölscher (Routledge, 2021). She is the editor-in-chief of the open-source online journal, Critical Studies in Teaching and Learning.

Email address: vbozalek@gmail.com

 

Denise Newfield is a long-standing teacher educator and researcher in the fields of literacy, language and literature. She taught English and Education at the University of the Witwatersrand, South Africa, for many years and is now a researcher and graduate supervisor. She holds a PhD from the University of London in the field of multimodality in education. Her research interests and publications span curricular and pedagogic innovation and transformation especially in contexts of disadvantage, multimodality, multiliteracies, poetry in society and in education, indigeneity and decoloniality. In recent years, she has been involved in posthumanist, feminist new materialist and post-qualitative approaches to research and pedagogy, both in higher education and at secondary school level. She established ZAPP (the South African Poetry Project) in 2013 and was appointed its director.  Amongst her publications are a special edition of English Studies in Africa, entitled ‘English Education in Africa’ (49.1, 2006) (co-edited with Pippa Stein), which contains her award-winning article, ‘Mobilising and modalising poetry in a Soweto classroom’; Multimodal Approaches to Research and Pedagogy (co-edited with Arlene Archer, Routledge 2014); and a special issue of Education as Change (2020, vol 24), entitled Decoloniality in/and Poetry (co-edited with Katlego Shoro and Deirdre Byrne). Recent articles include ‘Poetry as a multimodal genre’ (TESOL Quarterly) and ‘Towards Decolonising Poetry in Education: the ZAPP Project’ (Education as Change).

Email address: newfield@iafrica.com

  • REMINDER: Call for Papers - Special Issue on Reframing Assessment in Higher Education in the global South

    2023-01-17

    Dear SOTL in the South community,

    We are inviting contributions to a special issue, 7(3), of the Scholarship of Teaching and Learning (SOTL) in the South journal, an online, open-access and peer-reviewed journal dedicated to fostering dialogue and research on teaching and learning in higher education in the global South, or about the global South. This issue will be devoted to the topic of Reframing and re-purposing assessment in higher education in the global South.

    Of the many challenges and disruptions faced by the global higher education sector in recent years, assessment during the Covid-19 pandemic was arguably the most significant. From initial challenges related to technological knowledge of learning management systems, internet connectivity and conducive spaces for completion of remote assessments, to lecturer concerns regarding standards and academic integrity, assessment came to the fore as one of the most demanding and complex elements of emergency remote teaching and learning (ERT&L).

    Many notable attempts were made by institutions locally and globally to address and resolve the various challenges that emerged. These responses are well documented in the plethora of papers and chapters published on ERT&L over the last two years, with many of the reported responses largely affirmative and geared towards maintaining the status quo. However, the disruption to the status quo in the shift to ERT&L provided an unprecedented opportunity to examine the deeper systemic issues underlying the challenges more critically and reflexively. In the context of the global South, for example, lecturers were afforded insights into the lives and challenges experienced by some students, and the potential injustices of reinforcing assessment practices that ignore the student experience. For many, there was also a sobering realisation of the complexity of assessments in higher education, especially in the wider context of increasing massification, decreasing human and fiscal resources, and widening inequalities.

    The Covid-19 crisis thus provided the impetus for a long overdue interrogation of dominant assessment paradigms, including the mechanisms and conditions holding entrenched assessment practices in stasis. In some instances, discussions gave way for more critical and nuanced considerations of the philosophies and purposes of assessment, resulting in innovative, contextually relevant and more inclusive practices, which could contribute to genuine possibilities for transformative shifts. In others, however, it resulted in increasing the divide between those students who had access to resources and those who did not.

    At the present juncture, institutions have now shifted out of emergency mode, and many students and lecturers have rapidly returned to pre-Covid “norms”.  In this special edition, we invite the submission of papers that leverage the lessons learnt and insights gained during the disruption of Covid-19 to re-frame and re-purpose assessments for inclusive, contextually relevant, and sustainable outcomes in higher education in the global South. See our our website for a discussion of how we conceptualise the global South. 

    Contributions may include scholarly and thought-provoking papers on:

    • Reframing the purpose, philosophies and principles of assessment in higher education for the global South
    • Diversity, exclusion and inclusion in assessment and feedback practices
    • Ethics of care and ethics of justice in assessment and feedback practices
    • Authentic assessment for SDG goals in the global South context
    • Challenges and possibilities for assessment of inter-, cross-, and trans-disciplinary learning outcomes
    • Dismantling the ‘marks driven’ assessment culture
    • Transforming assessments for student empowerment, criticality, and life-long learning
    • Democratisation of assessment, including critical appraisals of the power dynamics of current assessment practices
    • Decolonisation of assessments, including design of assessments for different epistemologies

     

    Anticipated deadlines

    Full paper due: 13 February 2023

    Reviewer feedback returned: 24 April 2023

    Revised submission due: 31 May 2023

    Reviewer feedback returned: 31 July 2023

    Revised submission due: 31 August 2023

    Acceptance of paper: 31 October 2023

    Date of publication: Mid-December 2023

     

    Funding

    Articles are freely accessible and there are no processing fees.

     

    Should you be interested and in a position to submit an article for publication in the journal, please register as a user on the website and upload your article. Articles should be 5000-8000 words in length including references and endnotes. Further instructions can be found on our website – see instructions for authors.

     

    If you have problems with the website please contact our managing editor at sotl.south.journal@gmail.com

    Kind regards,

    Dr Kershree Padayachee and Dr Kibbie Naidoo

    Read more about REMINDER: Call for Papers - Special Issue on Reframing Assessment in Higher Education in the global South
  • Call for Papers: 4th biennial SOTL in the South conference

    2022-12-06

    The 4th biennial SOTL in the South Conference, SOTL 4 the South (SOTL4), will be hosted by the University of the Free State (UFS) Qwaqwa Campus from 21 to 23 November, 2023 at the Golden Gate Hotel, in the eastern Free State. This international conference will welcome scholars, educators, researchers, students and other members of academia from around the world, and provides the platform to share research findings with global experts, and the opportunity to engage in cross-border learning and identify new partnerships and opportunities.

    The theme for SOTL4 is: Teaching and Learning for Sustainable Futures

    Proposals for oral presentations, poster presentations and panels are welcomed. We are also interested in proposals suggesting interesting and innovative formats to share knowledge (e.g. artistic performances, visual displays) and communication forms drawing on indigenous knowledge systems. We also encourage contributions from postgraduate and undergraduate students. Themes on teaching and learning in higher education that will be featured at the conference include, but are not restricted to:

    • Teaching and learning for sustainable livelihoods
    • Teaching and learning for environmental sustainability
    • Teaching and learning for environmental and social justice
    • Teaching and learning for addressing challenges of inequality and underdevelopment
    • Digital futures for teaching and learning
    • Indigenous knowledge systems and sustainability in teaching and learning
    • Pedagogical innovations for sustainability education
    • Epistemic diversity for sustainability education
    • Learning-centred approaches to teaching
    • Promoting student voices in teaching and learning for sustainability
    • Innovation in teaching and learning
    • Postgraduate teaching and learning
    • Thinking creatively for future scenarios

    All abstracts will be reviewed for originality, relevance to the conference theme, accuracy and research depth. All submissions should report previously unpublished research findings, irrespective of the research paper type.

    The abstracts of all accepted papers will be published in the Conference Abstract Book, and authors of selected papers will be invited to publish their research in a special issue of the journal SOTL in the South, to appear in 2024.

    Important Information:

    Confirmed Keynote Speakers:

    • Prof Melanie Walker (SARChI Chair in Higher Education and Human Development, University of the Free State)
    • Prof Heila Lotz-Sisitka (SARChI Chair in Global Change and Social Learning Systems Development, Rhodes University)

     Important Dates:

    • Abstract Submission Deadline: 28 April 2023
    • Outcome of abstract review: 16 June 2023
    • Early Bird Registration Deadline: 30 June 2023
    • Author Registration Deadline: 29 September 2023
    • Attendee Registration Deadline: 3 November 2023

    Workshops:

    • Pre-conference workshop (20 November 2023): Tool, skills and strategies to teach students to be sustainable citizens through curriculum and assessment design and innovation. Space will be limited to 40 attendees.
    • Post-conference writing retreat (24 November 2023): This one-day retreat in Clarens will provide attendees an opportunity to refine their conference papers for publication while guided by a critical reader. Space will be limited to 15.

    Conference Registration Fees:

    • Early Bird Registration: R2850
    • Normal Registration: R3500
    • Daily registration: R1500
    • Registered Undergraduate Students: R500
    • Registered Postgraduate Students: R1500
    • Pre-conference Workshop: R200
    • Post-conference Retreat: R400

    For more information on SOTL4, please visit the website https://sotl4thesouth.org.za/ and check for regular updates, or contact the SOTL4 Secretariat secretariat@sotl4thesouth.org.za

     

    Please feel free to forward this call for papers to interested colleagues and students.

    Read more about Call for Papers: 4th biennial SOTL in the South conference
  • Call for Papers - Special Issue on Reframing Assessment in Higher Education in the global South

    2022-09-30

    Dear SOTL in the South community,

    We are inviting contributions to a special issue, 7(3), of the Scholarship of Teaching and Learning (SOTL) in the South journal, an online, open-access and peer-reviewed journal dedicated to fostering dialogue and research on teaching and learning in higher education in the global South, or about the global South. This issue will be devoted to the topic of Reframing and re-purposing assessment in higher education in the global South.

    Of the many challenges and disruptions faced by the global higher education sector in recent years, assessment during the Covid-19 pandemic was arguably the most significant. From initial challenges related to technological knowledge of learning management systems, internet connectivity and conducive spaces for completion of remote assessments, to lecturer concerns regarding standards and academic integrity, assessment came to the fore as one of the most demanding and complex elements of emergency remote teaching and learning (ERT&L).

    Many notable attempts were made by institutions locally and globally to address and resolve the various challenges that emerged. These responses are well documented in the plethora of papers and chapters published on ERT&L over the last two years, with many of the reported responses largely affirmative and geared towards maintaining the status quo. However, the disruption to the status quo in the shift to ERT&L provided an unprecedented opportunity to examine the deeper systemic issues underlying the challenges more critically and reflexively. In the context of the global South, for example, lecturers were afforded insights into the lives and challenges experienced by some students, and the potential injustices of reinforcing assessment practices that ignore the student experience. For many, there was also a sobering realisation of the complexity of assessments in higher education, especially in the wider context of increasing massification, decreasing human and fiscal resources, and widening inequalities.

    The Covid-19 crisis thus provided the impetus for a long overdue interrogation of dominant assessment paradigms, including the mechanisms and conditions holding entrenched assessment practices in stasis. In some instances, discussions gave way for more critical and nuanced considerations of the philosophies and purposes of assessment, resulting in innovative, contextually relevant and more inclusive practices, which could contribute to genuine possibilities for transformative shifts. In others, however, it resulted in increasing the divide between those students who had access to resources and those who did not.

    At the present juncture, institutions have now shifted out of emergency mode, and many students and lecturers have rapidly returned to pre-Covid “norms”.  In this special edition, we invite the submission of papers that leverage the lessons learnt and insights gained during the disruption of Covid-19 to re-frame and re-purpose assessments for inclusive, contextually relevant, and sustainable outcomes in higher education in the global South. See our our website for a discussion of how we conceptualise the global South. 

    Contributions may include scholarly and thought-provoking papers on:

    • Reframing the purpose, philosophies and principles of assessment in higher education for the global South
    • Diversity, exclusion and inclusion in assessment and feedback practices
    • Ethics of care and ethics of justice in assessment and feedback practices
    • Authentic assessment for SDG goals in the global South context
    • Challenges and possibilities for assessment of inter-, cross-, and trans-disciplinary learning outcomes
    • Dismantling the ‘marks driven’ assessment culture
    • Transforming assessments for student empowerment, criticality, and life-long learning
    • Democratisation of assessment, including critical appraisals of the power dynamics of current assessment practices
    • Decolonisation of assessments, including design of assessments for different epistemologies

     

    Anticipated deadlines

    Full paper due: 13 February 2023

    Reviewer feedback returned: 24 April 2023

    Revised submission due: 31 May 2023

    Reviewer feedback returned: 31 July 2023

    Revised submission due: 31 August 2023

    Acceptance of paper: 31 October 2023

    Date of publication: Mid-December 2023

     

    Funding

    Articles are freely accessible and there are no processing fees.

     

    Should you be interested and in a position to submit an article for publication in the journal, please register as a user on the website and upload your article. Articles should be 5000-8000 words in length including references and endnotes. Further instructions can be found on our website – see instructions for authors.

     

    If you have problems with the website please contact our managing editor at sotl.south.journal@gmail.com

    Kind regards,

    Dr Kershree Padayachee and Dr Kibbie Naidoo

    Read more about Call for Papers - Special Issue on Reframing Assessment in Higher Education in the global South
  • Call for Papers - Special Issue on Reframing Assessment in Higher Education in the global South

    2022-09-30

    Dear SOTL in the South community,

     

    We are inviting contributions to a special issue, 7(3), of the Scholarship of Teaching and Learning (SOTL) in the South journal, an online, open-access and peer-reviewed journal dedicated to fostering dialogue and research on teaching and learning in higher education in the global South, or about the global South. This issue will be devoted to the topic of Reframing and re-purposing assessment in higher education in the global South

     

    Of the many challenges and disruptions faced by the global higher education sector in recent years, assessment during the Covid-19 pandemic was arguably the most significant. From initial challenges related to technological knowledge of learning management systems, internet connectivity and conducive spaces for completion of remote assessments, to lecturer concerns regarding standards and academic integrity, assessment came to the fore as one of the most demanding and complex elements of emergency remote teaching and learning (ERT&L).

     

    Many notable attempts were made by institutions locally and globally to address and resolve the various challenges that emerged. These responses are well documented in the plethora of papers and chapters published on ERT&L over the last two years, with many of the reported responses largely affirmative and geared towards maintaining the status quo. However, the disruption to the status quo in the shift to ERT&L provided an unprecedented opportunity to examine the deeper systemic issues underlying the challenges more critically and reflexively. In the context of the global South, for example, lecturers were afforded insights into the lives and challenges experienced by some students, and the potential injustices of reinforcing assessment practices that ignore the student experience. For many, there was also a sobering realisation of the complexity of assessments in higher education, especially in the wider context of increasing massification, decreasing human and fiscal resources, and widening inequalities.

     

    The Covid-19 crisis thus provided the impetus for a long overdue interrogation of dominant assessment paradigms, including the mechanisms and conditions holding entrenched assessment practices in stasis. In some instances, discussions gave way for more critical and nuanced considerations of the philosophies and purposes of assessment, resulting in innovative, contextually relevant and more inclusive practices, which could contribute to genuine possibilities for transformative shifts. In others, however, it resulted in increasing the divide between those students who had access to resources and those who did not.

     

    At the present juncture, institutions have now shifted out of emergency mode, and many students and lecturers have rapidly returned to pre-Covid “norms”.  In this special edition, we invite the submission of papers that leverage the lessons learnt and insights gained during the disruption of Covid-19 to re-frame and re-purpose assessments for inclusive, contextually relevant, and sustainable outcomes in higher education in the global South. See our our website for a discussion of how we conceptualise the global South. 

     

    Contributions may include scholarly and thought-provoking papers on:

    • Reframing the purpose, philosophies and principles of assessment in higher education for the global South
    • Diversity, exclusion and inclusion in assessment and feedback practices
    • Ethics of care and ethics of justice in assessment and feedback practices
    • Authentic assessment for SDG goals in the global South context
    • Challenges and possibilities for assessment of inter-, cross-, and trans-disciplinary learning outcomes
    • Dismantling the ‘marks driven’ assessment culture
    • Transforming assessments for student empowerment, criticality, and life-long learning
    • Democratisation of assessment, including critical appraisals of the power dynamics of current assessment practices
    • Decolonisation of assessments, including design of assessments for different epistemologies

     

    Anticipated deadlines

    Full paper due: 13 February 2023

    Reviewer feedback returned: 24 April 2023

    Revised submission due: 31 May 2023

    Reviewer feedback returned: 31 July 2023

    Revised submission due: 31 August 2023

    Acceptance of paper: 31 October 2023

    Date of publication: Mid-December 2023

     

    Funding

    Articles are freely accessible and there are no processing fees.

     

    Should you be interested and in a position to submit an article for publication in the journal, please register as a user on the website and upload your article. Articles should be 5000-8000 words in length including references and endnotes. Further instructions can be found on our website – see instructions for authors.

     

    If you have problems with the website please contact our managing editor at sotl.south.journal@gmail.com

     

    Kind regards,

    Dr Kershree Padayachee and Dr Kibbie Naidoo

    Read more about Call for Papers - Special Issue on Reframing Assessment in Higher Education in the global South
  • SOTL in the South will now be published three times a year

    2022-08-27

    Dear SOTL in the South readers, reviewers and contributors

    We would like you to know that SOTL in the South will now be published three times per year: in April, August and December.  This is due to the increasing number of submissions being received, and the increasing interest in scholarship of teaching and learning in and about the global South. 

    We look forward to continuing to support and encourage Southern scholarship in teaching and learning. 

    Kind regards,

    The SOTL in the South Team

     

    Read more about SOTL in the South will now be published three times a year