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The COVID-19 pandemic has had previously unimaginable and far-reaching effects on higher education globally (Baker et al. 2022;Cranfield et al. 2021;Kara 2021;Le Grange 2020). On top of the widespread loss felt by students and teachers across the world, we have had to make rapid changes to previously taken-for-granted ways of doing, being, learning and teaching (Baker et al. 2022;Cranfield et al. 2021). Emergency Remote Teaching and Learning (ERTL) brought constraints and opportunities, challenges and innovations. This article gives form to the statement: "there is an opportunity in the moment for genuine equity-focused innovation in policy-making, Brodie, Joffe, Dukhan, Godsell, From pandemic disruption to post-pandemic transformation De Klerk and Padayachee 67 provision and pedagogy" (Czerniewicz et al. 2020). We use a theoretical framework of structure, culture and agency through which to view possibilities for transformation of pedagogy, and a form of semi-autoethnography as methodology. Two lecturers, one in the Humanities (Education) and one in the Life Sciences, wrote extended narratives of their experiences of ERTL and the other authors then posed a series of questions to the story authors, which elicited a set of analytic descriptions and explanations. Through iterations of this analysis, we identified two important themes: attending to students' socio-emotional needs and developing students' engagement, selfregulation and reflexivity. The analysis identifies key opportunities and challenges that these required and how they were addressed by the lecturers concerned. Based on the analysis and drawing on Case's (2015b) argument for an expanded sense of agency for students, we argue that the lecture is a key structural and cultural element of the university space that was disrupted during the pandemic and can be transformed going forward. We thus argue for decentering the lecture. Furthermore, we argue that care and concern for students has not been a primary cultural element of teaching and learning in higher education, for structural reasons, and that it should be an integral part of pedagogies going forward.

South Africa makes the transition to democratic government in an inauspicious economic context. There are, of course, multiple causes for the fall in real per capita incomes since the early 1980s, but it would be a mistake not to flag the central role played by declining rates of industrial accumulation. More particularly, since 'industry' includes both utilities and mining-which, with the exception of gold, have performed strongly over this period-it is in the weak growth-record of the manufacturing sector that the key to South African economic decline lies. Similarly it is almost certainly in the reinvigoration of manufacturing that a rosier economic future rests in the post-apartheid era. These inauspicious domestic circumstances are com

Part of philosophy is to subject assertions to critical scrutiny, clarifying exactly what the assertion is saying, its implications, and thus its direct plausibility. The goal is to ensure clarity, logical consistency, and rational argumentation in order to arrive at reasoned conclusions. A common problem is that arguments have missing implied premises that, unless explicitly stated, are mistakenly assumed to be true. Here we subject conclusions made regarding the SARS-CoV-2 pandemic to critical scrutiny, revealing their implied premises so that these premises can be explicitly examined and refuted. Specifically, we refute the conclusions that “no one is protected until everyone is protected” and “population lockdowns are required to protect those at high risk of adverse outcomes.” In the end, we argue for the conclusion that “an Emergency Management principles based response to the pandemic, compared to population-wide lockdowns, offers a way to prevent more adverse outcomes from COVID-19, better prevent overwhelmed healthcare, and prevent most of the collateral damage to the wellbeing of the population that has resulted from the lockdowns.”

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