Webinar on 'Africa and knowledge'
6 November 13:00 - 2:30 South African Time
You are invited to the first in a new seminar series entitled 'Africa and Knowledge' co-hosted by CriSHET, Centre for Philosophy in Africa, Emengini Institute for Comparative Global Studies and the Faculty of the Humanities of Nelson Mandela University.
If you would like to join, follow this link https://forms.gle/NKwavtSjAJSBYf3C7 to RSVP.
Book launch online: Serving Higher Purposes by Ihron Rensburg
11 NOVEMBER 2020 15:00 – 17:00 South African Time
Serving higher purposes presents a captivating account of one of the most noteworthy events of democratic South Africa - the transformation of the university landscape. Prof Ihron Rensburg recounts both the challenges and successes of the creation of the University of Johannesburg and traces its trajectory from a muddled merger between competing institutions to a truly
African university. Weaving together personal observations, family history, socio-economic theory and even the history of a city, this is a text which offers us not only a glimpse of a particular university, but of how we can be, how we
can do, within the space of the university.
Please register here for login details.
Call for Papers: Special Issue for Educational Review entitled: 'World in Motion: Exploring the Impact of Covid-19 on Global Higher Education'
Editor: Jason Arday
Abstract deadline: 30th November 2020, with selected contributors notified by 31st December 2020.
In many countries, the higher education landscape has already begun to change dramatically due to the spread of the coronavirus and the containment and mitigation strategies adopted by national governments and higher education providers. Travel restrictions, social distancing measures, isolation and quarantine procedures, campus closures and border closures have radically altered the nature of academic study and academic work for students and faculty around the globe, in ways that are expected to persist for some time. The financial operating models of many providers and the financial viability of some will be severely tested by the economic repercussions of the pandemic, which may mean a substantial contraction of public and private spending on higher education in the years ahead.
The consequences of post-pandemic changes to the nature of academic study and students’ experiences of higher education are beginning to be felt by new and returning cohorts, and by higher education faculty who must adapt their professional and academic labour in line with institutional responses to the crisis—including adaptations that have or threaten to heighten pre-existing exclusionary institutional practices. Governments globally remain under intense pressure to mitigate such consequences, balancing commitment to equitable access to HE against considerations of the future of public/private funding for national HE sectors. The current HE landscape therefore reflects the immediate, complex negotiations of power and priorities for individuals, institutions, National governments and international networks in the face of an unprecedented global pandemic.
Jason writes "For this Special Issue, I am keen to receive abstracts from a wide range of people at different career stages particularly early-career researchers..... Please do not hesitate to contact me if you have any questions or queries about potential abstract submissions". Jason's details are hyperlinked in the 'Contributors' section of this site.
Call for Papers links: https://think.taylorandfrancis.com/special_issues/early-reflections-impact-covid-19-global-higher-education/?utm_source=TFO&utm_medium=cms&utm_campaign=JPG15743
Call for chapters: 'Being in shadow and light:
Academics in Conflict and Post-Conflict Higher Education'
Editors: Dina Zoe Belluigi & Tom Parkinson
14 December 2020 Chapter proposal deadline to be uploaded here
Call for chapters in Being in shadow and
Excerpt from the concept note (download from above):
The complexities of academic identity and practice extend well beyond what is visible in our daily professional practice and that which is at the forefront of mainstream research. For higher education to play a significant role in reducing conflict and in promoting peace, justice and humanitarian action within post-conflict reconstruction and development, more knowledge is required about how academics have negotiated the complexity of such transitions. Central questions guiding the curated anthology are:
What are the conditions and trajectories that constitute academic identities and practices when academic and state authority is displaced, in contestation and transition?
What is left unsaid, off the record, outside the room, in whispers about being an academic while negotiating such conditions?
What are the traces, legacies and intergenerational impacts of such differences in influence and orientation for academic cultures?
This book aims to curate eclectic scholarship that draws from varied forms of knowledge and knowing, including diverse knowledge systems, methodologies and modes of presentation. It is anticipated that the text will have a reflective ethos, which will self-critically consider what is being or was learnt, while not ignoring what is lost and what is at stake. We will seek open access options.
See more on section themes, working timeline, review process here.