Background: Universities, globally, and in South Africa, continue to be confronted with demands for transformation, humanisation of pedagogical practices and to embrace social justice.Aim: In this article, we bring to the surface possibilities of Ubuntu pedagogy within a social justice framework. We intersect Collective Fingers Theory and Social Justice Theory to propose the notion of Ubuntu pedagogy, which draws from African philosophy of Ubuntu. We argue that Ubuntu pedagogy provides an alternation to the current pedagogies that draw from European theories for teaching and learning in the South African higher education context. We put forward that, Ubuntu pedagogy, when embraced with understanding and dignity it deserves, has the potential, firstly, of initiating students from other cultures other than African cultures to the values of Ubuntu and, secondly, of reconnecting students with their values and cultures, but it has a capacity to cultivate social justice values of equity, recognition and fair participation amongst students from diverse social backgrounds.Setting: South African Higher Education.Methodology: The authors draw from literature to position the article within Ubuntu philosophical framework and social justice lenses. Themes emerging from literature are as follows: Intersection of Ubuntu philosophy and social justice, Ubuntu pedagogy and transformation in higher education and guiding principles for possible implementation of Ubuntu pedagogy.Results: At the intersection of Ubuntu pedagogy and social justice, classroom practices are designed to respond to students’ cultural competencies and to embrace all linguistic repertoires that students bring to the classroom for learning. Students are treated equally and with dignity and respect regardless of their social backgrounds.Conclusion: We argue that higher education classrooms in post-apartheid South Africa should enable equal access, equity and inclusivity for all students. We therefore recommend Ubuntu pedagogy as a culturally and socially just pedagogy for transformative higher education classrooms. This article contributes to the continuing dialogues about transformative pedagogies, decolonisation and social justice in South African higher education.

Although teenage pregnancy appears to be on the decline in South Africa, it is still high and a matter of heated debate. Some commentators argue that the child support grant is fuelling the high levels of childbearing among young women in South Africa. To investigate this relationship, qualitative data using in-depth interviews was conducted with women aged 18 to 24 years who were recipients of the child support grant. The study was conducted in Mtubatuba, which is located in northern KwaZulu-Natal in South Africa. The women in the study denied that they had children to access the grant. They pointed out that the grant is minimal and did not cover the cost of raising a child. The women identified a range of factors that contribute to childbearing including inadequate knowledge about sex, gender relations, lack of access to contraceptive services, and risky behaviors. Age appropriate and youth friendly health services should thus be a priority for government in tackling this problem.

The objective was to assess AIDS awareness and sexual behaviour in a rural South African community with a high HIV prevalence. One hundred clinic attenders underwent a structured interview using a standard questionnaire. Although the 64 female and 36 male patients, mean age 22 (range 13-45), had good knowledge of AIDS-related issues, only 50 perceived HIV/AIDS as a common problem. Of the 75 patients who were sexually active only 30 (40%) used condoms (men 16; 55% vs women 14; 30%, P=0.033) despite being better informed about the protective effect of condoms (active 61; 81% vs abstinent 14; 56%, P=0.011). More men than women admitted to multiple sexual partners (17; 47% vs 7; 11%, P<0.0001). In conclusion, despite a high level of awareness of HIV/AIDS issues, self-perceived risk was low, condom use was infrequent and especially men continued to have multiple sexual partners. Awareness has yet to translate into reduction of risk behaviour.

Despite the challenges associated with the teaching of writing reported by the studies discussed above, and the fact that these teaching challenges have far-reaching implications on the development of writing among learners, very little research in South Africa has paid attention to the writing approaches and strategies used by EFAL teachers, especially at the Further Education and Training Phase (FET) to enhance learners' writing practices. Most studies (Akinyenye 2012; Julius 2013) focus Background: The teaching of writing in English First Additional Language (EFAL) classrooms remains less explored in the Further Education and Training Phase (FET) in South Africa. This is so despite research showing a decline in the writing skills of second language learners, especially at the FET phase, calling attention to how writing is taught. Objectives:The purpose of this study was to investigate writing approaches and teaching strategies used by teachers in teaching writing in selected EFAL FET classrooms in the Pinetown district.Method: A qualitative approach was adopted to observe five writing lessons across five schools using a video camera. Discourse analysis was used to analyse data. Results:The findings indicate that teachers mostly used a process approach to writing, which is in line with their curriculum. The study also found that teachers generally used a question and answer method to teach writing, which entails teachers controlling the interactions in the classrooms through a nomination-response cycle. Analyses of lessons also suggest that teachers creatively employed code-switching to explain writing concepts better. Conclusion:The study concludes that the effectiveness of any pedagogy depends on the teachers' knowledge and understanding of writing and approaches to writing. For effective development of learners' writing, the study recommends instruction methods that embrace collaborative writing activities in the learners' Zone of Proximal Development (ZPD) and the recognition of learners' home languages.

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