Institutional transformation and inclusion have slowly become more prominent in the strategies of historically white institutions in South Africa. Despite these efforts, progress towards these goals has been limited. In this article, we reflect on our conversations about transforming our curricula and teaching practices as an interdisciplinary…

This qualitative case study set out to explore how the COVID-19 pandemic has influenced the educational practice of academics, using this moment as a new perspective to illuminate broader, enduring issues such as how will approaches to university education that have emerged in response to the pandemic lead to lasting changes? What is the likely…

Global health inequities have created an urgency for health professions education to transition towards responsive and contextually relevant curricula. Such transformation and renewal processes hold significant implications for those educators responsible for implementing the curriculum. Currently little is known about how health professions…

In a critical review of the South African government's Minimum Requirements for Teacher Education Qualifications (MRTEQ), designed to provide a foundation for teacher education institutions, a stark deficiency emerges in terms of critical Global Citizenship Education (GCE). This paper thus aims to investigate the underpinnings guiding teacher…

The absence of a shared understanding of quality education for South African schools prompted this study to apply the capability approach of Amartya Sen to investigate the productive qualities of teachers. The study outlines the significance of integrating teachers' perspectives into discussions surrounding quality education in South Africa. More…

US education is hardly divorced from systemic societal inequalities. Utilizing the cases of the English-speaking Caribbean and post-apartheid South Africa decolonization efforts, we engage the settler coin concept to interrogate the popular notion that we can achieve systemic change in the US without fundamentally transforming the education…

Inclusive education is an agenda that emanated from the Global North, and had as its imperative the eradication of discriminatory policies and practices that prevent some children from accessing a quality education. In recent years, it has increasingly been argued by scholars in the Global South that the supremacy of Eurocentric knowledge, theory,…

This paper draws on the compelling example of a political movement in South Africa in the 1960s and 1970s to explore both how epistemic justice conditions of possibility and of failure play out in practice. It provides a springboard to understand how and why failures of epistemic justice matter tremendously for democratic and inclusive lives and…

This article highlights both the internal educative practices of social movements and how these practices can effectively link to building Freirean pedagogies within higher education institutions. At the heart of this possibility lies the democratic transformation of relations between students and teachers on the one hand and researchers and…

Current pedagogical approaches to science and technology policy studies in southern African universities may fail to provide students with the necessary capabilities to be effective as innovation policy practitioners. This study investigated whether consideration of epistemic diversity and the situatedness of knowledge could enhance student…

Focusing on education policy and politics in Israel, this essay examines how ethnic segregation is established and sheds light on the latest curricular developments that place a heavy emphasis on Jewish identity. The first part of the paper underscores the rising influence of the radical right in Israel and it's political theology. The second part…

New voices emerging in the global South are contesting the academy's elitist and exclusionary ethos by disrupting the normalcy of coloniality. Concerns raised by the student protests of 2015 and 2016 have challenged the higher education sector to rethink its traditional teaching, learning, and assessment practices in response to student calls for…

Positing existence in terms of difference and becoming as substantive, Gilles Deleuze and Félix Guattari are interested in ways of thinking and being that lie outside of institutionalised knowledge and the semiotic chains and regimes of power that sustain it. Although this line of thinking is not applied to pedagogy itself in a sustained manner in…

At the heart of the open educational resources (OER) movement is the intention to provide affordable access to culturally relevant education to all. This imperative could be described as a desire to provide education in a manner consistent with social justice which, according to Fraser (2005), is understood as "parity of participation".…

The wave of student-led protests that have taken place across the South African higher education landscape over the last two years provides us, as teacher educators, with the opportune time to reflect on how our pedagogical practices relate to larger societal transformative imperatives. We engage with the relationship between pedagogical practices…