Online Teaching and Learning Platforms in Higher Education from Developing Universities in South Africa (Africa): Socially Just and Decolonized Pedagogies

Autor/in	Pietersen, Doniwen
Titel	Online Teaching and Learning Platforms in Higher Education from Developing Universities in South Africa (Africa): Socially Just and Decolonized Pedagogies
Quelle	In: International Journal of Multidisciplinary Perspectives in Higher Education, 8 (2023) 1, S.133-147 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2474-2546
Schlagwörter	Online Courses; Higher Education; Foreign Countries; Social Justice; Decolonization; Educational Technology; Technology Uses in Education; Student Diversity; Classroom Environment; Disadvantaged; College Faculty; Teacher Role; COVID-19; Pandemics; Inclusion; South Africa + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Soziale Gerechtigkeit; Dekolonisation; Entkolonialisierung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Klassenklima; Unterrichtsklima; Fakultät; Lehrerrolle; Inklusion; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article addresses whether dialogical, online teaching and learning platforms in higher education can be framed as socially just and decolonized pedagogies at all universities in South Africa (Africa). It is suggested that inclusive pedagogies like dialogue and care on online teaching and learning platforms such as Blackboard, if effectively used by lecturers, can contribute to students from diverse backgrounds feeling acknowledged and recognized as humans in general but Africans in particular. It is therefore the argument of this paper that socially just and decolonized pedagogies are particularly necessary in a post-colonial South African higher education system, where historically only certain individuals had input in the curriculum and the dialogical relationships of student and lecturer when it came to teaching and learning. In order for this to happen, lecturers ought to teach effectively in order to foster success in a decolonial classroom environment that is safe and friendly, with a curriculum where previously disadvantaged students can deliver dialogical input. In doing so, by implication, students grow wholly and communally as Africans, but are also provided the opportunity to critically interact with lecturers in their online higher education learning process. (As Provided).
Anmerkungen	International Journal of Multidisciplinary Perspectives in Higher Education. 6 Delgreen Court, Nottingham, MD 21236. Web site: https://www.ojed.org/index.php/jimphe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01