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“How We Want to Be Taught as African Female Students in Higher Education During the Corona Virus Crisis”: A Lecturer in Conversation With Students
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Author(s): Maserole Christina Kgari-Masondo (University of KwaZulu-Natal, South Africa), Dineo F. Mosina (University of KwaZulu-Natal, South Africa)and Zoleka Mkhabela (University of KwaZulu-Natal, South Africa)
Copyright: 2023
Pages: 19
Source title:
Technology-Driven E-Learning Pedagogy Through Emotional Intelligence
Source Author(s)/Editor(s): Pooja Chaturvedi Sharma (Apeejay School of Management, India), Rohit Bansal (Department of Management Studies, Vaish College of Engineering, Rohtak, India)and Ram Singh (Maharishi Markandeshwar University, Mullana-Ambala, India)
DOI: 10.4018/978-1-6684-7639-0.ch013
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Abstract
The changing dynamics in the 21st century globally in terms of epistemologies, technology, environment, economy, and social challenges have ramifications on learning systems. Such dynamics calls for diversity and rethinking of innovative teaching and learning (T&L) strategies. It is on that note that this chapter focuses on such challenges based on the current pandemic. Available research indicates a top-down approach from the state and those in leadership, and lecturers themselves utilise Western pedagogy in teaching. This chapter reports on a qualitative study of self-reflection of two African female students with their lecturer about the teaching pedagogy that they would prefer as African female students in the midst of a global crisis. The findings revealed that democratically reached decisions on T&L can work in any context and gives ownership of all those involved. The study concludes that using ubuntulising alongside other Western teaching pedagogies can promote students' full participation and can be applicable in varied contexts, even within poverty-stricken settings.
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