Alternation Journal

Alternation is an interdisciplinary academic peer-reviewed open access journal for policy makers, practitioners, and the research community, on the Arts and Humanities and related fields in Southern Africa. Each journal issue is thematic, and the product of an Alternation Research Group under the leadership of one or more of the members of the Alternation Editorial Committee. Alternation invites articles, and responses to articles of up to 10 000 words dealing with topics relevant to the contemporary scholarly significance of the academic comparative study of the Arts and Humanities. (Longer articles may also be considered for publication.) Book reviews between 1000-1200 words are also welcome.

Announcements

 

The Intellectualization of African Languages for Higher Education

 
Call for papers on The Intellectualization of African Languages for Higher Education

Guest Editors: Langa Khumalo1 and Sam Mchombo2
Call Deadline: 31 January 2019.
Contributions are sought for a special issue of the ALTERNATION focusing on the intellectualization of African languages for higher education. Papers addressing the role of African languages in higher education curriculum, language as a pedagogy, cognitive development and linguistic incarceration, development of human language technologies in African languages, intellectualization through terminology development, language policy, linguistic rights and corpus planning are particularly sought. This Special Issue aims to showcase recent research advances in the development of African languages as the kernel of the academy in addressing national imperatives such as transformation, decoloniality, epistemic access and student success in higher education, and social cohesion.
 
Posted: 2018-07-10 More...
 

Rural Education Knowledge Production & Pedagogy

 
Conference and Alternation Call for Papers
THEME: RURAL EDUCATION KNOWLEDGE PRODUCTION AND PEDAGOGY INNOVATION FOR SUSTAINABLE LEARNING AND DEVELOPMENT IN THE EPISTEMIC SPACE OF DECOLONIALITY
VENUE: UNIVERSITY OF THE FREE STATE, QWAQWA CAMPUS
DATE: 4-6 OCTOBER, 2018
KEYNOTE ADDRESS: PROFESSOR SABELO GATSHENI NDLOVU (UNISA)

Emergent rural epistemologies from the South, find themselves in contested terrain in the academic space. In competition with colonially-inspired epistemologies from the North, as well as reigning epistemologies serving urban areas and city life, they are challenged to creatively set and constructively engage their own knowledge production agendas. Aiming at serving and empowering rural communities, they should creatively problematize the South-North, and rural-urban, epistemological divides, and produce the requisite rural knowledge, that serves the objectives of rural sustainable development. They need to imaginatively and resourcefully negotiate and articulate rural epistemological repositories, social networks, treasured values, moral wisdom and social cohesion, in the broader universe of knowledge production relevance, equality, and epistemic transformation and development. These resources, so typical of rural communities, should be intellectualized, harnessed and mobilized in constructive and enabling epistemological networks that serve rural, communal, upwardly mobile wealth creation, modernization, and socio-economic advancement. As such, rural, home-grown, epistemological production would not only reclaim its own space for knowledge production, in the broader, universally contested epistemological arena, but also constructively contribute its own socio-cultural wealth and wisdom to the globalizing and digitalizing world.
Furthermore, cognizant of the challenge of fostering a constructive and productive epistemic framework for rural learners that attend higher education institutions in the South, decolonial pedagogies should foster positive and affirmative worldviews, human dignity, and knowledge and skills development for rural self-advancement. This should be done in the context of the history of the decolonial experience of the resistance to slavery, and the confrontation of, and struggles against imperialism and colonization, and the achievements of independence and self-rule, as the dominant trajectory in the story of the modern world (Ndlovu-Gatsheni, 2013:11-12). A centrally significant constituent focus in this narrative, is the struggle against the de-humanisation, binarism, and hierarchization of colonising knowledges, and the triumphs of the assertion of human dignity, freedom, equality, and sustainable development, against the imbalances of power, knowledge and the colonial legacy (Sithole, 2014). It challenges rural pedagogies to positively and practically, not only rethinking the very constitution of the present, but also the construction and reconstruction of African subjectivity as an important and integral project in rurally-focused teaching and learning. In the face of the ever-growing divide between the rural and urban, and the South and the North, the innovative engagement of this educational challenge is needed today, more than ever before.
 
Posted: 2018-07-10 More...
 

Reconfiguring Foundational Pedagogies through Theoretical Frameworks

 
Foundation provision is intended to both help students transition from school/work into first year as well as to navigate disciplinary discourses and develop a critical societal awareness. Such provision is seen as a vital initiative to improve quality and equity of outcomes in higher education. Throughout the years there have been regular national and regional colloquia on foundation provision teaching, learning and curriculum development. In 2015, based on these colloquia, there was a special edition of the SA Journal of Higher Education (SAJHE, 2015, 29:1). Dhunpath’s and Vithal’s 2012 book on Alternative Access to Higher Education: Underprepared Students or Underprepared Institutions?, furthermore, focused attention on the nature and success of foundation provision. Though there has been some theorisation of teaching and learning in these and other volumes, this has often been quite restricted to debates around, for example, ‘literacies’. Though such debates are important there is also a need to open up spaces for less normative, fresh and potentially disruptive social theories that can enrich our understanding of foundation provision. Thus the purpose of this call is to encourage the emergence of and discussion of theorisations of teaching and learning in foundation provision, including more recent ones, which can expand on and influence our understandings.  
Posted: 2018-07-10 More...
 
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