In South Africa, the economic, social, and political institutions designed to provide for the basic needs and fundamental rights of all citizens in society are failing to address the escalating socioeconomic problems for large segments of the population. Studies suggest that the provision of entrepreneurship education strengthens the entrepreneurial capacity of students to launch new ventures, which has economic implications in society (Mars, Slaughter, & Rhoades, 2008). Although much progress has been made, the authors argue that social entrepreneurship (SE) is not adequately taught in South African schools, and that this could be partially addressed by introducing SE education into the curriculum for preservice educators. In this regard, teaching and learning activities should be directed towards enhancing preservice teachers' sense of SE theory, and practical knowledge to inculcate an awareness of how SE can help deal with social injustices. Using a distinct case study that explicates teaching and learning through the use of film and online discussion groups, the authors show how spaces can be created to facilitate deliberative pedagogical engagement. The authors conclude that SE education offers valuable opportunities for dialogical (deliberative) pedagogical engagement, and should be considered as a constitutive element of higher education.

Since Klaus Schwab's (2016) phenomenal book, The Fourth Industrial Revolution, commonly depicted as 4IR, the concept has significantly altered the multiple ways universities in (South) Africa look at or aim to address their institutional practices, most notably, teaching and learning encounters. Schwab's (2016, 7) reference to a "new technology" revolution that would transform the way humans interact in the world today is inspired by "emerging technology breakthroughs, covering wide-ranging fields such as artificial intelligence (AI), robotics, the internet of things (IoT), autonomous vehicles, 3D printing, nanotechnology, biotechnology, materials science, energy storage and quantum computing". In this leading article, we offer an argument in defence of prioritising what we refer to as the cosmopolitan human condition if any meaningful sense were to be made of what Schwab (2016, 7) refers to as the amplification of "fusion of technologies across the physical, digital and biological worlds". In reference to our understandings of university teaching and learning, we give an account of how such encounters ought to be looked at in light of the new fusion of technology idea-that is, 4IR.

No abstract

No abstract