Rage, loss and other footpaths: Subjectification, decolonisation and transformation in higher education

Becker, Anne

doi:10.4102/the.v2i0.23

Cited by 16 publications

(13 citation statements)

References 18 publications

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“…Lai ( 2011 ) and Underwood ( 2009 ), for example, assert that technology is used in all higher education institutions, though to varying degrees, to support traditional forms of teaching. Similarly, Becker ( 2017 ) and Waghid and Waghid ( 2016 ) affirm that flexi-learning, e-learning, and blended-learning have now become a norm and alternative to face-to-face teaching and learning in higher education. Additionally, discussing its usefulness in tertiary education, Neupane ( 2017 ) states that technology helps create a community of practice where learners of English, through interactions and collaborations, acquire language proficiency, advance critical and problem-solving skills, increase their engagement and retention, and obtain higher academic achievement.…”

Section: Introductionmentioning

confidence: 99%

“…Using ICT in higher education has been increasingly common since the advent of the Internet, though the degree of its use differs from one context to another. A plethora of research claims that digital technology meets not only the changing need of higher education students, but it also enhances learning (Alzahrani & Seth, 2021 ; Becker, 2017 ; Du Toit & Verhoef, 2018 ; Lai, 2011 ; Laudari & Maher, 2019 ; Underwood, 2009 ; Waghid & Waghid, 2016 ). Lai ( 2011 ) and Underwood ( 2009 ), for example, assert that technology is used in all higher education institutions, though to varying degrees, to support traditional forms of teaching.…”

Section: Introductionmentioning

confidence: 99%

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Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal

et al. 2021

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Online education has been adopted widely to address the educational chaos created by the Covid-19 pandemic. Reports on its constraints and challenges appear daily in the global media. However, accounts of teachers’ and students’ experiences of this abrupt shift in pedagogical modality are conspicuously absent in the available literature. This article reports the findings of a study that explored teachers’ and students’ experiences of online education during the pandemic in the context of higher education in Bangladesh and Nepal. The online survey with 147 students and 76 teachers and interviews with a sub-sample of 17 participants indicate that they adapt the action potentials of the digital artifacts to local contexts and use them in the best possible ways to facilitate their communication and enhance student learning in difficult circumstances. The major challenges and constraints they experience in transitioning to online education include poor network, lack of digital skills, lack of technological support from institutions among others. The study findings indicate some pressing policy, pedagogical and research implications, which are discussed in the final section.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal

et al. 2021

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“…Regardless, embracing new cultures, including language and music, will have interesting ramifications on music training in regard to stylistic appreciation, composition, performance and multicultural pedagogy if musicians wish to thrive in these developing countries. The discourse surrounding decolonisation of music education is already developing (Becker 2017;Drummond 2005) and this megatrend will simply expedite the process.…”

Section: Scenariosmentioning

confidence: 99%

2050 And beyond: A futurist perspective on musicians’ livelihoods

Tolmie

2020

Music Education Research

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While it could be argued that musicians have been long conditioned to the current Volatile, Uncertain, Complex and Ambiguous (VUCA) global environment, it appears the recent challenges are testing even the most resilient and adaptable, causing one to question future professional sustainability. The methodological practice of Strategic Foresight and the use of Hajkowicz's Global Megatrends as a guiding framework is chosen to answer the question 'what will musicians' livelihoods look like in 2050?'. Resultant scenarios of musicians' futures conclude that live performance will be highly valued and in demand, and largely enabled by private funding and repurposed resources. Music, and therefore musicians, will embrace diversity and innovation in physical and digital forms, broadcasting to a global public seeking a more human experience within a non-human environment. The interim decades may see an increasing inclusion of professional non-music careers within one's portfolio of work, further expanding generic definitions of 'musician'. However, are experts in the fields of Music Careers and Strategic Foresight eligible to cast opinion? Can Strategic Foresight practice be even remotely applicable in these current postnormal times? Regardless, higher music education is required to adapt, and continue to adapt, by including digital literacy and futures thinking training.

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“…#Rhodesmustfall, #Rhodessowhite, #OpenStellenbosch, #TransformWits, #KingGeorgemustfall, #Thestatuemustfall, #Feesmustfall, #Nationalshutdown, #Feeswillfall, #ANCmustfall, #Feeshavefallen, #Rapemustfall and #Partriarchymustfall (Booysen 2016) (Becker 2017b).…”

Section: Demystifying Human Rightsmentioning

confidence: 99%

Editorial: On critique, dissensus and human rights literacies

Roux

Becker²

2017

SAJHE

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Globally, issues such as xenophobia, rising nationalism and populism, linked to the international migrant crisis, are stretching the past influence and the present reinterpretation of the Universal Declaration of Human Rights (1948) to its limits. Locally, the #MustFall 1 protests at higher education institutions rightly question the existence and validity of human rights, especially as it pertains to the right to education, socio-economic rights and the moral responsibility of higher education institutions to its students within human rights policy frameworks. The growing critique of human rights is crucial not only to the understanding of the conceptual, legal, moral, historic and contextual complexities of human rights but also the rethinking of the anthropological, ethical, ontological and epistemological premise of human rights. Human rights literacies, we argue, while including knowledge about human rights, question the social and moral consequences of the (non)realisation of human rights as well as the anthropological, ethical, ontological and epistemological premise of human rights. Critique and dissensus are inherent to human rights literacies and impact on how we speak and act to in(ex)clusions, marginalisation, intolerance, disrespect, misrecognition and discrimination.

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Rage, loss and other footpaths: Subjectification, decolonisation and transformation in higher education

Cited by 16 publications

References 18 publications

Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal

Preparations for and practices of online education during the Covid-19 pandemic: A study of Bangladesh and Nepal

2050 And beyond: A futurist perspective on musicians’ livelihoods

Editorial: On critique, dissensus and human rights literacies

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