Transforming teaching and learning experiences for helping professions in higher education : global perspectives / Roshini Pillay, Sibusiso Mkwananzi, and Sharon Moonsamy.

Format:

Book

Author/Creator:

Pillay, Roshini, author.

Mkwananzi, Sibusiso, author.

Moonsamy, Sharon, author.

Series:

African higher education: developments and perspectives ; Volume13.

African Higher Education : Developments and Perspectives, 2666-2663 ; ; Volume13

Language:

English

Subjects (All):

Education, Higher--Aims and objectives.

Education, Higher.

Education, Higher--Curricula.

Physical Description:

1 online resource (308 pages)

Edition:

1st ed.

Place of Publication:

Leiden : Brill, [2023]

Summary:

"Higher education has transformed and continues to transform in this century, because of decolonizing the curriculum and the COVID-19 pandemic, which have added an indelible mark to the methodology of teaching and learning. Learning spaces have become open to more people through privatization, massification, e-learning platforms and internationally mobile academics, allowing individuals from diverse backgrounds to enter the academic and helping professions space. Educators need to reskill, repurpose, redesign, and reimagine for a world that is rapidly evolving. New ways of teaching need to consider nuances of decolonization of the curriculum, deep understanding of subjects, transformative ways of imparting knowledge and technology-enhanced learning needs to be embraced. Thus, the teaching and learning spaces in developed and developing environments move beyond the classroom to prepare 21st century citizens to embrace life-long learning. Furthermore, the content as well as processes involved in teaching and learning must be explored thoughtfully that includes the perspectives of a more inclusive wave of educators and students. Thus, this book has implications for a global scholarship, specifically during disruptive times in Higher Education. It is hoped that the book stimulates reflections so that the reader draws inspiration to find contextual relevance that extends into the real-world"-- Provided by publisher.

Contents:

Intro

Title: Transforming Teaching and Learning Experiences for Helping Professions in Higher Education

Prelims

Contents

Foreword: Who Is to Educate the Educator?

Figures and Tables

Notes on Contributors

Introduction

PART 1: Theoretical Frameworks UnderlyingTeaching and Learning

Chapter01: Cultural-Historical Activity Theory and Dialecticsfor a Transformative Agency Agenda in HigherEducation

1 Introduction

2 The Controversial Issue of Academic D

3 An Activity-Theoretical Perspective o

4 The Participatory Analysis of the Essa

4.1 Descriptions of the Features of the

4.2 Descriptions of Psychophysiological

4.2.1 Vicious Circles of Mental and Emot

4.2.2 Morally Charged Feelings

4.2.3 Pride and Bravery

4.3 Descriptions of Involvement of Othe

4.4 Descriptions of Learning Outcomes i

4.4.1 Engagement in Considerable Strain

4.4.2 Widening and Deepening One's Own K

4.4.3 Identification of Essential Links

4.4.4 Acquired Abilities to Face Difficu

5 Discussion and Conclusion

Acknowledgements

References

Chapter02: Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation

2 Rationale

3 Some Initial Examples

4 What Would a Decolonial Methodology Lo

5 Developing and Sustaining a Radical B

6 My Decolonial Turn: Part 1

7 My Decolonial Turn: Part 2

8 Sustaining Radical Black Feminist and

9 Centering Excluded Voices: Life Sustai

10 Decolonial Methodology Example

11 Promising Outcomes

Note

Chapter 03: Vygotsky Meets Freud

1 Introduction and Background

2 Freudian and Vygotskian Psychology in

3 Method

3.1 Introducing CHAT as an Analytical To

3.2 The Case Study

3.3 The CHAT Application to the Psychoa.

3.4 The Student Therapist's Clinical Ob

4 Object Relations, Transference and Cou

4.1 CHAT Analysis of This Case

4.2 Trauma, Consciousness and Speech

4.3 Psychotherapeutic Tools

4.4 The Community/the Social Environment

4.5 The Object-Oriented Activity

4.6 Contradictions and Historicity

5 Conclusion

Acknowledgement

PART 2: Narratives of Students in Higher Education

Chaptert 04: The Perceptions of Speech Language Pathology

1 Background

2 Method

3 Results and Discussion

4 Demographic Variables

4.1 Students

4.2 Clinical Educators

5 Intercultural Communication

5.1 Survey

5.2 Thematic Analysis

6 Barriers

6.1 Language Proficiency

6.2 Culturally Insensitive

6.2.1 Allocation of Clients

6.2.2 Insensitivity

6.2.3 Cultural Differences

7 Facilitators

7.1 Culturally Responsive

8 Conclusions

Chapter 05: Culture and Gender Dimensions on EducationalPursuit in Higher Educational Institutions

2 Gender Disparity and Access to Formal

3 Methodology

4 Analysis of Findings

Chapter 06: E-learning and Intercultural Online Education Pre- and Post-Covid-19

2 Decolonization of SLP Curriculum in N

2.1 Historical Background on SLP

3 Towards a Decolonization of SLP Curric

4 E-learning and Intercultural Online E

4.1 Challenges of E-learning in Post-Cov

Chapter 07: University Teaching under Pandemic Contexts andBeyond

2 Contexts and Data

3 Undergraduate Economics Education and

3.1 Undergraduate Economics Education i

3.2 Teaching Economics to Undergraduates

4 Theoretical Foundations for Teaching

4.1 Teaching beyond Mainstream Economic

4.2 Beyond the "Chalk and Talk" Mode of.

4.3 Culturally Responsive Differentiate

4.4 Assessment in Undergraduate Economic

5 Implications

6 Conclusions

PART 3: Teaching and Learning Strategies

Chapter 08: Creating Community-Based Clinical Experiences inCommunication Sciences and Disorders

2 What Is Design Thinking?

3 What Does the Design Thinking Process

4 How Can Design Thinking Work in CSD?

5 Design Thinking in Action: An Example

5.1 Inspiration: Empathetic Understandi

5.2 Description of Clinician End-User

5.3 Empathetic Description of the Proble

5.4 Ideation: Possible (and "Not-so-Poss

6 Implementation

7 Discussion

Chapter 09: Forces against Decoloniality in Higher Education

2 Methods

3 Findings

4 Decentring Knowledge from the Global N

5 Application of Pedagogically Sound Th

6 Encouraging Student's Active Engageme

7 Guiding Students to Be Contextually Re

8 The High Levels of Preparation Needed

9 Lack of Buy-in by Colleagues

10 Discussion

11 Conclusion

Appendix A: Questionnaire

Chapter 10: Freiform

2 Development Process of the Freiform Pr

3 Vision and Principles

3.1 Vision

3.2 Principle of Collaboration

3.3 Principles of Self-Organization and

3.4 Principles of Process-Orientation

3.5 Principle of Networking and Knowledg

4 The Freiform Community

4.1 Knowledge Acquisition and Profession

4.2 Organization Model

5 Enabling Spaces: Where Learning Is Tak

5.1 Research Lab

5.2 Case Work

5.3 Marketplace

5.4 Critical Discourse

5.5 Annual Workshop

5.6 Project Teams: Interest-Led, Collabo

5.7 Digital Platform: Collaborate Online

5.8 Knowledge Pool: Laying Tracks for S

5.9 Co-Working Spaces.

5.10 Circles and Organizational Teams as

6 Curricular Foundations

6.1 Competency Development in the Freifo

6.2 Portfolio Process and Evaluation Con

6.3 Portfolio Process

6.4 Evaluating the Practical Skills

6.5 Applying Theory onto a Practice Case

6.6 Bachelor Thesis

6.7 Individual Portfolio

6.8 Activities in the Enabling Spaces

6.9 Evaluation through Feedback

7 Field Report from a Student5

7.1 Studying in the Freiform

8 First Results from the Scientific Eval

8.1 Field of Tension between Free and Fo

8.2 Structures

8.3 Communication

8.4 Trainings

Notes

Chapter 11: Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices

1.1 Chapter Overview

2 Literacy

2.1 Occupational Therapy Practice Litera

2.2 Decoding Professional Genre Features

3 Translanguaging as a Pedagogic Strateg

3.1 The Case

4 Discussion

Chapter 12: Rethinking Language and Assessment in a HigherEducation Institution

2 Background to the Study

3 The Assessment of Students Work

4 Research Methodology

5 Analysis of Data

6 Conclusion

7 Recommendations

Chapter 13: Reflection Skills in Social Work

2 Reflecting on the Role of Reflection i

3 Meso Practice and the Importance of T

4 Summary of Methodology

5 Results and Discussion

5.1 Thinking about Reflexivity

6 Keeping a Diary: Students' Strategic

7 Journaling for Reflexivity in Meso Pra

8 Conclusion

Chapter 14: An Exploration of Decolonial Transdisciplinary Curriculum Change in Higher Education

2 Understanding the Social Problem

3 Institutional Change.

4 Doctors Pathologise, Teachers Hold a

5 The Transdisciplinary Case of Disabil

6 Covid-19

7 Transdisciplinary Engagement Disabilit

8 Student Practice Project as a Learning

9 Unpacking Key Concepts across Discipli

10 ICF WHO

11 Engagement with the Students

11.1 Harsha

11.2 Adheesh

12 Writing Together: Transdisciplinary C

13 Our Theory of Change: Work in Progres

14 Reflections: Where We Are Now

Chapter 15: Decolonising the Curriculum at Unisa

2 Unisa Context

3 A Case of an Anthropology Module

3.1 The Content

3.2 The Activities/Assessments

3.3 Activity 1

3.3.1 Online Activity

3.4 Activity 4

3.4.1 Marking Each Other's Proposals

3.5 Activity 5: Portfolio and Reflection

3.6 Curriculum Transformation

4 Conclusion

Chapter 16: Theorising Being and Becoming Collective andReflexive Helping Professionals

2 CHAT - From Individual Action to Colle

3 Reflect and Be(come) Reflexive Academ

3.1 Case Study 1: Collaborative and Col

3.2 Tension (Subject - Tool - Subject)

3.3 Tension (Rules - Subject - Community

3.4 Tension (Community - Object - Divis

3.5 Case Study 2: Collaborative and Col

3.6 Tension (Rule - Community - Subject)

3.7 Tension (Division of Labour - Commun

3.8 Tension (Tools - Subject - Objective

4 Concluding Remarks

5 A Call to Action

References.

Notes:

Description based on print version record.

Other Format:

Print version: Pillay, Roshini Transforming Teaching and Learning Experiences for Helping Professions in Higher Education

ISBN:

90-04-54081-4