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Tuks se amptelike studentekoerant / Official Tuks student newspaper / Kuranta ya baithuti ya semmušo ya Tuks
N1
1August2016
year78issue9
NORTH BUCCLEUCH
N1 WESTERN BYPASS
JHB
Star Wars celebration 2016
-page 8
Dr Madiba welcoming those in attendance. Photo: Kay O’Brien
SRC hosts curriculum transformation conference DITEBOGO TSHAKA The SRC, the Department of Student Affairs and the Student Transformation sub-council hosted a curriculum transformation student conference on 26 July. The conference was held as a platform for students to contribute to the intellectual discussion about the transformation of the curriculum. The discussion questioned what transformation is and whether the curriculum should be transformed. The welcoming was given by Dr Matete Madiba, the Director of the Department of Student Affairs, and the participants included Darragh Meaker, the SRC representative for academics, and three students: Quraysha Ismail Sooliman, Thabang Manamela and Marko Svicevic. In her welcoming, Dr Madiba urged the SRC to show their leadership regarding curriculum transformation but also called for the many other societies at UP to get involved. “I’m calling upon you to come on board and to help organise the student community to engage in this conversation,” she said. Dr Madiba affirmed that the talk was not like many other transformation agendas and would not be “an empty
type of journey”. “I hope that this session alone will deliver the start of the conversations that we will have to pick up in the future,” she said. Meaker, from the Curriculum Transformation Work Stream, presented a draft framework document titled “Reimagining curricula for a just university in a vibrant democracy”. “The idea of framework is to guide the process of transforming the curriculum,” he said. He defined transformation as “an ongoing process of rethinking, not merely this sporadic, monumental change”. Meaker also mentioned the issues that the work stream had identified within the curriculum and had formed four driving factors or objectives to address: Responsiveness to a social context: The university should prepare students and graduates for the outside world. It should form the content and structure of the curriculum by being aware of the social context and putting it into students’ learning and studying. Epistemological diversity: There should be exposure to the knowledge of the diverse traditions of students and a move toward a global South Africanised concept of learning.
Pedagogy and renewal of classroom practices: This highlights how we learn and how material is conveyed to diverse students. Institutional culture of openness and critical reflection: This questions what kind of university UP will be including standards, cultures and symbolism of the university. Sooliman’s paper, titled “Reflections form the decolonisation summer school in Granada”, mentioned how the call for curriculum transformation is a call for decentering the Eurocentric perspective that has prioritised the knowledge of white, Christian males from five countries: Germany, Britain, Italy, France and the US. “In order to reactivate their humanity, students are demanding local relevance over international recognition,” she said. Manamela sought to relate, through his presentation, the continued marginalisation of students with disabilities. He highlighted the shortsighted approach to the recognition of the rights of students with disabilities, which emphasises the law and legal process for protecting and attaining these rights, but very often does not go further than this. He mentioned that the curriculum structure can
burden students with disabilities. “I have faced hurdles and hurdles of admin,” he said about acquiring textbooks in braille. Lastly, Svicevic presented his paper titled “Implementable policy considerations in the advancement of official indigenous African languages as mediums of instruction at institutions of higher education”. He emphasised the non-progressive nature of current university language policies as most current language policies differ from national framework on the advancement of indigenous African languages and how, currently, university language policies have no clear implementation plan. “Wits is the only university with a four-phased plan. They have time periods, which many universities lack,” he said. The University of the Witwatersrand’s indigenous African language implementation plan’s phase 1 was completed in 2010 and phase 2 began in 2011. The conference discussions come in light of UP’s decision on 22 June to revise the university’s language policy in which English is the only language if tuition and assesment. Afrikaans as a language of tuition will be gradually phased out.
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