http://hdl.handle.net/11189/1925 Thu, 03 Sep 2026 17:08:50 GMT 2026-09-03T17:08:50Z http://hdl.handle.net/11189/9937 Title: Spreading our wings toward collaborative service-learning: a South African case study Authors: Dippenaar, Hanlie; Livingston, Candice; Arendse, Joanne; Boer, Pieter-Henk; Meiring, Kobie; Cloete, Valencia Abstract: Since the change to a democratic society and government in South Africa, lecturers and students in higher education have collaborated with community partners to establish sustainable initiatives to enhance students’ social responsibility and benefit communities. This chapter shares insights on a collaborative service-learning project where different arts-based literacies, including art, reading, poetry, human movement and writing were used to enhance reading and writing, culminating in an annual interactive Community Engagement Day on the campus of a higher education institution. The day was organized by a team of staff and students and attended by 50 learners and three teachers from three schools in the area. The chapter describes different stations and activities which included topics such as safety, human movement programs, reading and writing activities and writing of poems. The art lecturer and her team helped each learner to paint a “feather,” culminating in the theme of the day, which was to “spread your wings.” The learners and students completed evaluation forms after their experiences, followed by interviews with lecturers. Data show the value of the day for all participants, emphasizing collaboration across faculties. It shows that true, integrated effective community engagement is built on reciprocal partnerships and collaborative service-learning projects. Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/11189/9937 2022-01-01T00:00:00Z http://hdl.handle.net/11189/9933 Title: Reimagining educational technology (EdTech) through Ubuntu Authors: Waghid, Faiq; Waghid, Zayd Abstract: It is argued that over the past few years, higher education institutions in South Africa have been challenged to reimagine themselves in response to societal pressures. Some of these pressures include student protests in response to the hike in student tuition fees and the calls for the decolonisation of university curricula. Although higher education institutions are continually looking at how they can address these societal concerns, the need to reimagine themselves has been fast-tracked due to the outbreak of the Covid-19 pandemic. Traditional face-to-face universities relying primarily on lecturing as the modality for instruction had to rapidly shift their modality to that of online instruction. Consequently, they were able to see the completion of the academic programme. Educational technology played an important role beyond the different modalities and how it afforded and equipped students with skills to engage in society. This was evident with one of the world’s largest social networking sites, YouTube, which changed its user interface by removing its dislike button. The rationale behind this change was to foster ‘respectful interactions between viewers and creators’. Unfortunately, YouTube has been rife with harassment and misinformation over the past year. Higher education institutions have an essential role to play in developing students that can engage in not only virtual learning spaces at their institutions but similarly within these online platforms in a space characterised by openness, reflexivity, responsibility, dissonance and the recognition that humans have the potential to connect, irrespective of disagreements. In this chapter, it is argued that educational technology, amongst other descriptions in the literature, as a pedagogical practice may be augmented through an African philosophy aimed at cultivating learning spaces, such as those created through digital technologies. Sun, 01 Jan 2023 00:00:00 GMT http://hdl.handle.net/11189/9933 2023-01-01T00:00:00Z http://hdl.handle.net/11189/9932 Title: Autobiographical fairy tales for authenticity in the English classroom: a South African higher education case study Authors: Livingston, Candice; Dippenaar, Hanlie Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/11189/9932 2022-01-01T00:00:00Z http://hdl.handle.net/11189/9930 Title: Authenticity and authentic voices in the literature curriculum of pre-service teachers of English Authors: Dippenaar, Hanlie; Logan, Cheryl; Livingston, Candice Sat, 01 Jan 2022 00:00:00 GMT http://hdl.handle.net/11189/9930 2022-01-01T00:00:00Z