Browsing by Author "Schreiber, Birgit"

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    Experiential Education Conference at Stellenbosch University, South Africa, 10–11 November 2020
    (African Minds, 2020) Schreiber, Birgit
    Experiential Education as Pedagogy for Social Justice, Praxis and Practice for Shaping 21st‑Century Global Citizen LeadersStellenbosch University’s Division Student Affairs, Centre for Student Leadership, Experiential Education end Citizenship’s Co-curriculum Office, presented the Stellenbosch University Experiential Education Conference (SUEEC) from 10 to 11 November 2020. This was Stellenbosch University’s first online conference and a first in South Africa and Africa focusing on experiential education and social justice. This two-day virtual highereducation conference was designed with experiential educators in civil society, university student affairs practitioners, and academics from across the world.The conference theme of ‘Experiential education as pedagogy for social justice: praxis and practice for shaping 21st century global citizen leaders’ emerged even more pertinent at a time of mass global upheaval, uncertainty and humanitarian crises. The intention of the SUEEC was to spotlight emerging trends and transitions in the higher education experiential learning domain and the intersections thereof with social justice and the formation of the global citizen leader. To accomplish the above entailed inviting world renown keynote speakers and subject matter experts, and to call for abstracts, master classesand exemplars (examples of best practice in experiential education).
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    Living communities
    (Journal of Student Affairs in Africa, 2019) Schreiber, Birgit; Luescher, Thierry M.; Moja, Teboho
    We want to open this issue with special recognition of Prof. Teboho Moja, our Editorin‑chief, who has been recognised and esteemed with a number of national and international awards. Prof. Moja is honoured with the NRF Lifetime Achievement Award, a Women in International Education Award as Teacher/Academic Director of the Year, and the Martin Luther King, Jr. Faculty Award.
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    Racism and corona : two viruses affecting higher education and the student experience
    (African Minds, 2020) Schreiber, Birgit; Moja, Teboho; Luescher, Thierry M.
    This issue comes at a time when the world is in the grip of the Corona virus pandemic and on lockdown, and when there is a worldwide outrage over the continuous violation of black bodies and the injustice and inhumanity inherent in systems and practices steeped in racism. The corona virus and its impact on higher education, on students and Student Affairs and Services, and the devastating impact of racism in higher education and the student experience and the work it involves for Student Affairs and Services are the themes of this editorial.
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    Student affairs in a traumatic year
    (JSAA Editors in collaboration with Stellenbosch University and African Sun Media, 2020) Schreiber, Birgit; Moja, Teboho; Luescher, Thierry M.
    The year 2020 is a year that we will remember globally in higher education as having been most unusual, indeed, traumatic. If at the beginning of 2020 the year had a hopeful ring with plenty, as it comes to an end it is hard to just try and make sense of the extent that theexperience of higher education has been changed so incisively within a short time for both staff and students. And the signs are already there that the post-Covid‑19 period will not be short of new challenges either. Challenges like addressing the increased mental health issuesstudents suffer due to the crisis, illness, loss of loved ones and more. Moreover, there are many student groups whose ability to learn has been severely impacted by the pandemic and lockdown, including students from poor households, rural students, and students with special needs. As we noted in our last editorial, for these students, the campus environment and the services offered by Student Affairs departments is normally able to level the ‘playing field’ of learning. It will require yet another extra effort by student affairs professionals, academics, administrators, fellow students and the communities and families to ensure that these students can catch up and have access to the same quality and quantity of learning opportunities within supportive contexts over the course of their studies as others who have been less impacted.