Practical work is pivotal for the development of important skills inherent to science, technology, engineering, and mathematics (STEM) education. Through practical work, learners engage in skills that include critical thinking, problem-solving, and inquiry-based learning, which are important outcomes of STEM education. Given the rise in significance of remote learning as reinforced by the COVID-19 pandemic, there is a need to reimagine the facilitation of practical work for learners. This paper uses the preferred reporting items for systematic reviews and meta-analyses (PRISMA) qualitative research design, an interpretive paradigm, and a mix of connectivism and community of inquiry (CoI) frameworks to explore the facilitation of STEM education practical work in remote classrooms. A systematic meta‑analysis of purposively selected papers using the preferred items, techniques of identification, screening, eligibility, and inclusion, and published between 2017 and 2021, was conducted. The following key words were used to conduct a search using Google Scholar: STEM practical work + STEM education in remote classrooms + Practical work in remote classrooms + STEM education in online classrooms + STEM education in virtual classrooms + Virtual practical work + Teaching STEM and COVID-19 + Practical work and COVID-19. Fifty papers were identified, of which fifteen were included in the study. Thematic content analysis techniques were used to analyze the papers. Five strategies to facilitate STEM practical work in remote classrooms were identified and the findings point to the prospects and future directions of practices in facilitating practical work for learners remotely.
{"title":"STEM Education Practical Work in Remote Classrooms: Prospects and Future Directions in the Post-Pandemic Era","authors":"Maria Tsakeni","doi":"10.46303/jcve.2022.11","DOIUrl":"https://doi.org/10.46303/jcve.2022.11","url":null,"abstract":"Practical work is pivotal for the development of important skills inherent to science, technology, engineering, and mathematics (STEM) education. Through practical work, learners engage in skills that include critical thinking, problem-solving, and inquiry-based learning, which are important outcomes of STEM education. Given the rise in significance of remote learning as reinforced by the COVID-19 pandemic, there is a need to reimagine the facilitation of practical work for learners. This paper uses the preferred reporting items for systematic reviews and meta-analyses (PRISMA) qualitative research design, an interpretive paradigm, and a mix of connectivism and community of inquiry (CoI) frameworks to explore the facilitation of STEM education practical work in remote classrooms. A systematic meta‑analysis of purposively selected papers using the preferred items, techniques of identification, screening, eligibility, and inclusion, and published between 2017 and 2021, was conducted. The following key words were used to conduct a search using Google Scholar: STEM practical work + STEM education in remote classrooms + Practical work in remote classrooms + STEM education in online classrooms + STEM education in virtual classrooms + Virtual practical work + Teaching STEM and COVID-19 + Practical work and COVID-19. Fifty papers were identified, of which fifteen were included in the study. Thematic content analysis techniques were used to analyze the papers. Five strategies to facilitate STEM practical work in remote classrooms were identified and the findings point to the prospects and future directions of practices in facilitating practical work for learners remotely.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123692288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of the study was to assess the study designs and methodological approaches of published works on disability in South African higher education institutions from 2020 to 2021. A systematic review was performed as a method to achieve this. The reporting of this systematic reviews was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards. Electronic searches of Bielefeld Academic Search Engine, EbscoHost, ScienceDirect, Scopus and Wiley Online Library were conducted of electronic works published in English from January 2020 to December 2021. Publications of empirical research on disability in any South African higher education institution where data were collected during COVID-19 were included. Non-peer-reviewed publications, which explicitly indicated that data were collected before March 2020, did not have a South African higher education institution as a study site and were a desktop-only research or conceptual papers were excluded. Three studies were included ultimately. Ten elements were chosen for analysis based on the research purpose. The findings show that disability research has predominantly used qualitative designs and methods; an exploration that involves people with disabilities throughout the research process is limited and the inclusion of researcher positionality is limited. Arguably, this study is the first systematic review of empirical studies on disability in South African higher education since the start of the COVID-19 pandemic. The results support the need for a trajectory towards the use of more diverse research designs and methods.
{"title":"Systematic Review of Study Designs and Methods of Research on Disability in South African Higher Education Institutions Amidst COVID-19 (2020-2021)","authors":"S. Makwembere","doi":"10.46303/jcve.2022.10","DOIUrl":"https://doi.org/10.46303/jcve.2022.10","url":null,"abstract":"The purpose of the study was to assess the study designs and methodological approaches of published works on disability in South African higher education institutions from 2020 to 2021. A systematic review was performed as a method to achieve this. The reporting of this systematic reviews was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards. Electronic searches of Bielefeld Academic Search Engine, EbscoHost, ScienceDirect, Scopus and Wiley Online Library were conducted of electronic works published in English from January 2020 to December 2021. Publications of empirical research on disability in any South African higher education institution where data were collected during COVID-19 were included. Non-peer-reviewed publications, which explicitly indicated that data were collected before March 2020, did not have a South African higher education institution as a study site and were a desktop-only research or conceptual papers were excluded. Three studies were included ultimately. Ten elements were chosen for analysis based on the research purpose. The findings show that disability research has predominantly used qualitative designs and methods; an exploration that involves people with disabilities throughout the research process is limited and the inclusion of researcher positionality is limited. Arguably, this study is the first systematic review of empirical studies on disability in South African higher education since the start of the COVID-19 pandemic. The results support the need for a trajectory towards the use of more diverse research designs and methods.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121959113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Dube, A. Makura, Alfred M. Modise, Bulent Tarman
This theoretical editorial piece sets the tone for a special issue that focuses on teasing new directions during and after the COVID-19 pandemic. The piece is underpinned by bricolage thinking, and we seek to show that it is essential to reimagine various educational disciplines in order to meet new challenges and opportunities presented by COVID-19. In doing so, we are convinced that the relationship between a serene scholarly quest and applied space has to be re-examined. Thus, to reimagine a better world during and post COVID-19, cross-disciplinarity is no longer an option for humanity, instead, it is essential, to ensure the collective efforts needed to address the pressing issues of the day. We end this editorial section by arguing that new strategies that are adopted need to be shared across disciplines and faculties, to reinvent multidisciplinary or interdisciplinary approaches to addressing human crises.
{"title":"COVID-19 and the Quest for Reconfiguration of Disciplines: Unpacking New Directions","authors":"B. Dube, A. Makura, Alfred M. Modise, Bulent Tarman","doi":"10.46303/jcve.2002.12","DOIUrl":"https://doi.org/10.46303/jcve.2002.12","url":null,"abstract":"This theoretical editorial piece sets the tone for a special issue that focuses on teasing new directions during and after the COVID-19 pandemic. The piece is underpinned by bricolage thinking, and we seek to show that it is essential to reimagine various educational disciplines in order to meet new challenges and opportunities presented by COVID-19. In doing so, we are convinced that the relationship between a serene scholarly quest and applied space has to be re-examined. Thus, to reimagine a better world during and post COVID-19, cross-disciplinarity is no longer an option for humanity, instead, it is essential, to ensure the collective efforts needed to address the pressing issues of the day. We end this editorial section by arguing that new strategies that are adopted need to be shared across disciplines and faculties, to reinvent multidisciplinary or interdisciplinary approaches to addressing human crises.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121154513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Applying teacher capabilities is widely considered to be a technique for enriching the quality of teaching in all teaching spaces, worldwide. Education reformists have a responsibility to ensure that education accommodates the best interests of all learners. Standards depend largely on teacher capabilities and the context of a country. This paper reflects on responsible research innovation techniques that are crucial for improving teacher capabilities and advancing professional standards that are needed to improve education in South African schools. An architecture theory, which draws heavily on the famous quotation of Adolf Loos, was used as the main lens for the study. Critical participatory action research (CPAR) was used to generate data. CPAR was preferred, since it pilgrimages three principles of responsible research innovations, that is, recognising participants, establishing professional learning communities, and engaging in critical reflection that deliberately embraces capabilities, to address the inequalities that characterise the context of the South African education space. Critical discourse analysis was used to arrive at the following broad findings: (i) A practical learning experience must be created for all teachers; and (ii) Teacher training institutions are central to edifying teacher capabilities. The paper concludes with a recommendation that the preconfigured standards for professional teaching practices should be reconfigured to involve a de-hierarchical list, and to avoid decontextualized performance and false dichotomies.
{"title":"Reimagining Responsible Research Innovations Regarding Professional Teaching Standards for Curriculum Practice","authors":"M. Tshelane","doi":"10.46303/jcve.2022.8","DOIUrl":"https://doi.org/10.46303/jcve.2022.8","url":null,"abstract":"Applying teacher capabilities is widely considered to be a technique for enriching the quality of teaching in all teaching spaces, worldwide. Education reformists have a responsibility to ensure that education accommodates the best interests of all learners. Standards depend largely on teacher capabilities and the context of a country. This paper reflects on responsible research innovation techniques that are crucial for improving teacher capabilities and advancing professional standards that are needed to improve education in South African schools. An architecture theory, which draws heavily on the famous quotation of Adolf Loos, was used as the main lens for the study. Critical participatory action research (CPAR) was used to generate data. CPAR was preferred, since it pilgrimages three principles of responsible research innovations, that is, recognising participants, establishing professional learning communities, and engaging in critical reflection that deliberately embraces capabilities, to address the inequalities that characterise the context of the South African education space. Critical discourse analysis was used to arrive at the following broad findings: (i) A practical learning experience must be created for all teachers; and (ii) Teacher training institutions are central to edifying teacher capabilities. The paper concludes with a recommendation that the preconfigured standards for professional teaching practices should be reconfigured to involve a de-hierarchical list, and to avoid decontextualized performance and false dichotomies.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125675143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The advent of Covid-19 in March 2020 and its declaration by WHO as a global pandemic led to a closure of schools which, in turn, affected the Teaching Practice (TP) component of the 3-3-3 teacher education model. This research sets out to establish alternative TP models when face to face interaction is impossible. In doing so, the study analyses Zimbabwean teacher education TP policy with regard to how it might remain relevant in the post Covid-19 context without compromising its quality. The study was carried out at a teachers’ college in the Midlands Province. It utilises online focus group discussion, interviews, and document analysis to generate data. Through the lens of content and discourse analysis, the study unpacks the professional arguments presented by college lecturers who forged onwards and redirected teacher education in the post Covid-19 context. It emerges that a TP model which accommodates supervision and assessment based on video recorded lessons is a good alternative to traditional face to face supervision. College lecturers certainly regard the TP component of teacher education as crucial and, therefore, not simply to be left in the hands of school-based supervisors. Furthermore, online supervision and assessment is possible regardless of internet access challenges. The study recommends that colleges utilise both traditional and online based supervision where applicable. Student teachers are encouraged to video record lessons during the periods they have learners, so that the video recorded lessons could be used for their supervision and assessment when learners are unavailable. Further studies could consider the feasibility of a larger scale online TP supervision model.
{"title":"A Changing World and a Changing Teaching Practice Model for Zimbabwe in a Post Covid-19 Context","authors":"Shoorai Konyana, Modise Alfred Motalenyane","doi":"10.46303/jcve.2022.5","DOIUrl":"https://doi.org/10.46303/jcve.2022.5","url":null,"abstract":"The advent of Covid-19 in March 2020 and its declaration by WHO as a global pandemic led to a closure of schools which, in turn, affected the Teaching Practice (TP) component of the 3-3-3 teacher education model. This research sets out to establish alternative TP models when face to face interaction is impossible. In doing so, the study analyses Zimbabwean teacher education TP policy with regard to how it might remain relevant in the post Covid-19 context without compromising its quality. The study was carried out at a teachers’ college in the Midlands Province. It utilises online focus group discussion, interviews, and document analysis to generate data. Through the lens of content and discourse analysis, the study unpacks the professional arguments presented by college lecturers who forged onwards and redirected teacher education in the post Covid-19 context. It emerges that a TP model which accommodates supervision and assessment based on video recorded lessons is a good alternative to traditional face to face supervision. College lecturers certainly regard the TP component of teacher education as crucial and, therefore, not simply to be left in the hands of school-based supervisors. Furthermore, online supervision and assessment is possible regardless of internet access challenges. The study recommends that colleges utilise both traditional and online based supervision where applicable. Student teachers are encouraged to video record lessons during the periods they have learners, so that the video recorded lessons could be used for their supervision and assessment when learners are unavailable. Further studies could consider the feasibility of a larger scale online TP supervision model.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123614749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
COVID-19 has changed the face of universities in terms of their operation, which include but are not limited to teaching, learning, researching, and management system. This does not exclude the management of students’ unrest. Despite the COVID-19 inversion, students’ unrest did not stop; instead, it took a more sophisticated dimension. Such dimension includes virtual protest and virtual meetings with the use of social media, among others. This significantly affects the culture of teaching and learning and also attempt to blackmail the image of the universities. Therefore, this conceptual paper aimed to respond by proffering an up-to-date management style suitable to managing student unrest during COVID-19. The argument is located within Diffusion of Innovation Theory to understand the university stakeholders' behaviour and adaptability to new ways of doing things during the COVID-19 inflicted change. The study argued the need for a change in the management styles towards managing students’ unrest. The challenges that hinder the university towards effective management of virtual protest/unrest and the possible solutions to the new methods of students’ protest/unrest was also presented. The study recommends, among others, the incorporation of strategic leadership and communication in the universities' management styles to meet the unavoidable dynamics of human behaviours in the system.
{"title":"Virtual Management of Students' Unrest During the COVID-19 New Normal: The Need for an Innovative Approach","authors":"B. Omodan","doi":"10.46303/jcve.2022.2","DOIUrl":"https://doi.org/10.46303/jcve.2022.2","url":null,"abstract":"COVID-19 has changed the face of universities in terms of their operation, which include but are not limited to teaching, learning, researching, and management system. This does not exclude the management of students’ unrest. Despite the COVID-19 inversion, students’ unrest did not stop; instead, it took a more sophisticated dimension. Such dimension includes virtual protest and virtual meetings with the use of social media, among others. This significantly affects the culture of teaching and learning and also attempt to blackmail the image of the universities. Therefore, this conceptual paper aimed to respond by proffering an up-to-date management style suitable to managing student unrest during COVID-19. The argument is located within Diffusion of Innovation Theory to understand the university stakeholders' behaviour and adaptability to new ways of doing things during the COVID-19 inflicted change. The study argued the need for a change in the management styles towards managing students’ unrest. The challenges that hinder the university towards effective management of virtual protest/unrest and the possible solutions to the new methods of students’ protest/unrest was also presented. The study recommends, among others, the incorporation of strategic leadership and communication in the universities' management styles to meet the unavoidable dynamics of human behaviours in the system. ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114756444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The COVID-19 pandemic has triggered pedagogical ramifications in many higher education institutions. The Work from Home (WFH) phenomenon as an offshoot of this development has not been adequately investigated in so far as female academics experienced it. This paper reports on ten female academics’ WFH instructional experiences with blended learning during the COVID-19 pandemic era. The WFH concept has necessitated the ‘virtualisation of pedagogy’ through blended teaching and learning of academics. The sample was purposively extracted from some higher education institutions in Gauteng, Free State and Eastern Cape Provinces of South Africa. The sample for this study was purposively selected irrespective of geographical location or ‘status’ of the institution. Each female academic responded to an open-ended structured questionnaire whose questions broadly focused on: their understanding of the Working From Home (WFH) phenomenon; the influence of home environment on their academic activities and the place of blended learning in a South African Higher education context. The data were collated and analysed for its content with supporting excerpts to discern and support themes. The female academics viewed WFH as relocating offices to their homes with the attendant plethora of academic challenges this entailed. The WFH constrained their abilities to complete academic activities particularly instructional related ones. Be that as it may, the pandemic has presented female academics with opportunities for professional growth through the blended mode of learning and newer perspectives on the apparently shifting gender roles. Such opportunities promote female academics’ quest for the reconfiguration of education pedagogy and gender autonomy in higher education post COVID-19.
{"title":"South African Female Academics’ Work from Home Experiences during the COVID-19 Pandemic: Challenges and Opportunities","authors":"A. Makura","doi":"10.46303/jcve.2022.3","DOIUrl":"https://doi.org/10.46303/jcve.2022.3","url":null,"abstract":"The COVID-19 pandemic has triggered pedagogical ramifications in many higher education institutions. The Work from Home (WFH) phenomenon as an offshoot of this development has not been adequately investigated in so far as female academics experienced it. This paper reports on ten female academics’ WFH instructional experiences with blended learning during the COVID-19 pandemic era. The WFH concept has necessitated the ‘virtualisation of pedagogy’ through blended teaching and learning of academics. The sample was purposively extracted from some higher education institutions in Gauteng, Free State and Eastern Cape Provinces of South Africa. The sample for this study was purposively selected irrespective of geographical location or ‘status’ of the institution. Each female academic responded to an open-ended structured questionnaire whose questions broadly focused on: their understanding of the Working From Home (WFH) phenomenon; the influence of home environment on their academic activities and the place of blended learning in a South African Higher education context. The data were collated and analysed for its content with supporting excerpts to discern and support themes. The female academics viewed WFH as relocating offices to their homes with the attendant plethora of academic challenges this entailed. The WFH constrained their abilities to complete academic activities particularly instructional related ones. Be that as it may, the pandemic has presented female academics with opportunities for professional growth through the blended mode of learning and newer perspectives on the apparently shifting gender roles. Such opportunities promote female academics’ quest for the reconfiguration of education pedagogy and gender autonomy in higher education post COVID-19.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116750575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The swift transition from face-to-face contact to online learning due to coronavirus (COVID-19) in teaching and learning is unprecedented on the globe, fraught with a myriad of challenges, and many developing economies being hardest hit. However, several efforts have been made, albeit at different levels in the various parts of the world to adjust and to continue with tuition under the difficult circumstances. The study intends to determine the potential of online teaching and learning in a developing country to propose a more applicable and sustainable integration of information and communication technologies (ICT) in teaching and learning in crises and unforeseen circumstances. The study was conducted as a survey based on a case study of a tertiary institution. The objective was to find out lecturers’ and students’ experiences of online instruction since the beginning of lockdown periods due to COVID-19 in early 2020 so as to map future trajectories. The major findings include a lack of digital literacy among both lecturers and students; inadequate data and properly functioning gadgets; resistance to change revealed in limited adoption on the part of both lecturers and students despite efforts to provide training being made; a lack of systematisation of integration of ITCs in teaching and learning making commitment to transition to online modes difficult; a lack of commitment to attending online sessions and plagiarism in assignments by students. However, adequate commitment to online instruction is crucial to embrace the fourth industrial revolution.
{"title":"Online Teaching and Learning Experiences of Higher Education Lecturers and Students in the COVID-19 Era: A Leap to Digital Pedagogies?","authors":"R. Moyo, S. Ngidi, Mojalefa Koai, Papi Lemeko","doi":"10.46303/jcve.2022.4","DOIUrl":"https://doi.org/10.46303/jcve.2022.4","url":null,"abstract":"The swift transition from face-to-face contact to online learning due to coronavirus (COVID-19) in teaching and learning is unprecedented on the globe, fraught with a myriad of challenges, and many developing economies being hardest hit. However, several efforts have been made, albeit at different levels in the various parts of the world to adjust and to continue with tuition under the difficult circumstances. The study intends to determine the potential of online teaching and learning in a developing country to propose a more applicable and sustainable integration of information and communication technologies (ICT) in teaching and learning in crises and unforeseen circumstances. The study was conducted as a survey based on a case study of a tertiary institution. The objective was to find out lecturers’ and students’ experiences of online instruction since the beginning of lockdown periods due to COVID-19 in early 2020 so as to map future trajectories. The major findings include a lack of digital literacy among both lecturers and students; inadequate data and properly functioning gadgets; resistance to change revealed in limited adoption on the part of both lecturers and students despite efforts to provide training being made; a lack of systematisation of integration of ITCs in teaching and learning making commitment to transition to online modes difficult; a lack of commitment to attending online sessions and plagiarism in assignments by students. However, adequate commitment to online instruction is crucial to embrace the fourth industrial revolution. ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130241920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Perceptions on leadership training to sustain teachers of color vary in approaches, ideologies, and values. However, what evidence is within the literature to depict what effective principals do to retain, in particular, African American teachers? In the present study, the authors have reviewed the literature from 2011-2020 through the lens of Critical Learning Theory. This examination led to an extrapolation of categories that indirectly embed social justice as a tool utilized for retaining African American teachers. Nevertheless, many well-known strategies utilized to promote the retention of present-day African American teachers do not include this motivating call-to-action within the parameters of their approach or training of principals. Social justice is an effective tool for supporting Generation X students who willfully and actively participate in digital and physical campaigns against systematic racial injustice. Therefore, educational leaders should transcend authoritative leadership and systematic racism with social justice as a pivotal strategy for teachers of color.
{"title":"Social Justice: A Missing Link in A Literary Review of Successful Strategies Utilized by Principals for Retaining African American Teachers","authors":"Angela Goodloe, Jillian N. Ardley","doi":"10.46303/jcve.2021.9","DOIUrl":"https://doi.org/10.46303/jcve.2021.9","url":null,"abstract":"Perceptions on leadership training to sustain teachers of color vary in approaches, ideologies, and values. However, what evidence is within the literature to depict what effective principals do to retain, in particular, African American teachers? In the present study, the authors have reviewed the literature from 2011-2020 through the lens of Critical Learning Theory. This examination led to an extrapolation of categories that indirectly embed social justice as a tool utilized for retaining African American teachers. Nevertheless, many well-known strategies utilized to promote the retention of present-day African American teachers do not include this motivating call-to-action within the parameters of their approach or training of principals. Social justice is an effective tool for supporting Generation X students who willfully and actively participate in digital and physical campaigns against systematic racial injustice. Therefore, educational leaders should transcend authoritative leadership and systematic racism with social justice as a pivotal strategy for teachers of color. ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"23 5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123417998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of ubuntugogy appears as an ordinary grammatical prowess to some, while it also remains unknown to many. This conceptual paper attempts to conceptualise ubuntugogy, not only as indigenous teaching and learning but also as a decolonial pedagogy with liberating potentials. An assumption exists that today’s pedagogical process in Africa is still laced with subjectivism, and it fails to challenge the Eurocentric hegemony that lies within school systems. The failure to address Eurocentrism explicitly leads to the need for ubuntugogy. Ubuntugogy, therefore, needs to be unpacked for better understanding. That is, this study is not to challenge the hegemony of westernised classrooms and their pedagogical process in Africa but to conceptualise the hidden potential of ubuntugogy to fill out the limited literature of the concept in the world of academics. Hence, the study provides answers to questions such as; what is ubuntugogy? What is the epistemology of ubuntugogy? What are the transformative tendencies of ubuntugogy, and how does ubuntugogy relevant in 21st Century classrooms? The study concluded that the idea of ubuntugogy is to create a learning environment where everyone feels empowered, encouraged and free from the burdens of Eurocentric and Americentric imposition with an open tendency of knowing and being human.
{"title":"Conceptualisation of Ubuntugogy as a Decolonial Pedagogy in Africa","authors":"B. Omodan, N. Diko","doi":"10.46303/jcve.2021.8","DOIUrl":"https://doi.org/10.46303/jcve.2021.8","url":null,"abstract":"The concept of ubuntugogy appears as an ordinary grammatical prowess to some, while it also remains unknown to many. This conceptual paper attempts to conceptualise ubuntugogy, not only as indigenous teaching and learning but also as a decolonial pedagogy with liberating potentials. An assumption exists that today’s pedagogical process in Africa is still laced with subjectivism, and it fails to challenge the Eurocentric hegemony that lies within school systems. The failure to address Eurocentrism explicitly leads to the need for ubuntugogy. Ubuntugogy, therefore, needs to be unpacked for better understanding. That is, this study is not to challenge the hegemony of westernised classrooms and their pedagogical process in Africa but to conceptualise the hidden potential of ubuntugogy to fill out the limited literature of the concept in the world of academics. Hence, the study provides answers to questions such as; what is ubuntugogy? What is the epistemology of ubuntugogy? What are the transformative tendencies of ubuntugogy, and how does ubuntugogy relevant in 21st Century classrooms? The study concluded that the idea of ubuntugogy is to create a learning environment where everyone feels empowered, encouraged and free from the burdens of Eurocentric and Americentric imposition with an open tendency of knowing and being human. ","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116991847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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