Vol. 17 No. 2 (2022): Special Issue: Towards a SoTL Embracing Critical Southern Paradigms and Frameworks in Higher Education: Curriculum Innovations, Flexible Pedagogies, and Teaching and Learning Support Technologies from a Global South

Published: 2022-12-13

Editorial Introduction

Editorial Introduction

Chaka Chaka, Sibusiso Clifford Ndlangamandla, Dumisile Mkhize

1-5
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Articles

Situating Some Aspects of the Scholarship of Teaching and Learning (SoTL) in South African Higher Education Within Southern Theories

Chaka Chaka, Thembeka Shange, Sibusiso Ndlangamandla, Dumisile Mkhize

6-24
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Towards a Scholarship of School-Based Teaching and Learning That Embraces Hope, Change, and Social Justice in a South African University

Muki Moeng

25-38
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Relocating English Studies and SoTL in the Global South: Towards Decolonizing English and Critiquing the Coloniality of Language

Chaka Chaka, Sibusiso Ndlangamandla

39-56
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Bridging SoTL and Open Educational Resources/Practices (OER/P) Through Tagore’s Southern Theory in the Era of a Pandemic

Anass Bayaga

57-66
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Māori Academic Challenges: Delivering Mātauranga Māori During COVID-19

Fiona Te Momo

67-78
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The “Elephant in the Room”: Why and How Medium of Instruction and Decolonisation of Education are Linked

Bert van Pinxteren

79-91
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Building Indigenous knowledge: Exploring the Pedagogy of Māori knowledge in the Digital Computing Information Technology Tertiary Sector of New Zealand

Hamiora Te Momo

92-110
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Community Based Participatory Research: A Ladder of Opportunity for Engaged Scholarship in Higher Education

Keneilwe Molosi-France, Kenneth Dipholo

111-122
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