• Writing centres as dialogic spaces : negotiating conflicting discourses around citation and plagiarism 

      Moxley, Karis; Archer, Arlene (University of Stellenbosch, Department of General Linguistics, 2019)
      Citation is fundamental in successfully constructing academic discourse. There has been much discussion concerning the considerable difficulties tertiary students experience when writing using sources, especially for those ...
    • Writing centre consultants as critical friends 

      Carlse, Janine Esme (University of Stellenbosch, Department of General Linguistics, 2019)
      “Critical friend” is a term widely used in professional development, teacher education, and evaluation contexts. It is defined by Costa and Kallick (1993) as a trusted person who asks the researcher provocative questions, ...
    • Tolerance as an imperative for higher education and democracy 

      Davids, N. (HESA, 2019)
      Beyond the noise and din of the numerous #feesmustfall campaigns, there arose deeper concerns of the lack of regard on display not only between protesters and institutional authorities, but between protesting and non-protesting ...
    • Schools as restorative spaces for democratic citizenship education 

      Davids, Nuraan (University of KwaZulu-Natal, 2019)
      The inception of desegregated schools has persistently been accompanied by sophisticated, exclusionary policies and practices, often masked by excuses of language, residential area, and fees. That a number of schools ...
    • Quality, dissonance and rhythm within higher education 

      Waghid, Y. (HESA, 2019)
      In this article, I argue for a position of quality in higher education commensurate with the cultivation of dissonance and rhythmic action. I focus specifically on the (South) African university and the reason why dissonance ...
    • Philosophy for teachers (P4T) in South Africa – re-imagining provision to support new teachers’ applied ethical decision-making 

      Orchard, Janet L.; Davids, Nuraan, 1970- (Routledge, 2019)
      Conventional teacher education programmes do not equip practitioners adequately to navigate ethically complex situations that arise in teaching. One initiative responding to this deficit is ‘Philosophy for Teachers’ (‘P4T’), ...
    • Opvoederwees te midde van die realiteite van landelike geenskoolfondslaerskole 

      Joorst, Jerome (LitNet, 2019)
      ENGLISH ABSTRACT : At the dawn of democracy in South Africa in 1994 the new government was faced with the challenge of participating in a global neoliberalist world while at the same time having to address historical ...
    • On the polemic of academic integrity in higher education 

      Waghid, Y.; Davids, N. (HESA, 2019)
      Academic integrity is integral to credible scholarship. Yet, the escalation of publications and the desire to publish, even in this journal – South African Journal of Higher Education – often bring into play the important ...
    • A model for fostering creativity in the product development process 

      Marques, P. Carmona (Taylor and Francis, 2019)
      Concept development workshops were held at various universities around Cape Town, South Africa since 2017. The aim of the workshops was to develop new concepts using an art-making process. The student protests in South ...
    • Love in the time of decoloniality 

      Davids, Nuraan, 1970- (CSSALL Publishers, 2019)
      The most recent student protests have yet again echoed calls for ‘decolonisation’. In reaction, much has been offered by way of responses in terms of decolonising curricula, knowledge, and spaces. Now that the proverbial ...
    • Living communities 

      Schreiber, Birgit; Luescher, Thierry M.; Moja, Teboho (Journal of Student Affairs in Africa, 2019)
      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 ...
    • Interrogating a cosmopolitanism of African higher education 

      Manthalu, C. H.; Waghid, Y. (HESA, 2019)
      The immensity and inevitability of global interconnectedness have necessitated higher education to be cosmopolitan in its epistemological, and skills and attitudes development scope. Much has been written about the urgency, ...
    • The fourth industrial revolution reconsidered : on advancing cosmopolitan education 

      Waghid, Y.; Waghid, Z.; Waghid, F. (HESA, 2019)
      Since Klaus Schwab’s (2016) phenomenal book, The Fourth Industrial Revolution, commonly depicted as 4IR, the concept has significantly altered the multiple ways universities in (South) Africa look at or aim to address their ...