We are different now? The effect of military service on youth reintegration and employment in South Africa
In: African security review, Band 24, Heft 2, S. 122-137
ISSN: 2154-0128
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In: African security review, Band 24, Heft 2, S. 122-137
ISSN: 2154-0128
In: Postdigital science and education, Band 2, Heft 3, S. 946-967
ISSN: 2524-4868
AbstractProduced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the 'pivot online' to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality - vital, resource and existential - exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.
In: Czerniewicz , L , Agherdien , N , Badenhorst , J , Belluigi , D Z , Chambers , T , Chili , M , de Villiers , M , Felix , A , Gachago , D , Gokhale , C , Ivala , E , Kramm , N , Madiba , M , Mistri , G , Mgqwashu , E , Pallitt , N , Prinsloo , P , Solomon , K , Strydom , S , Swanepoel , M , Waghid , F & Wissing , G 2020 , ' Building The Post-pandemic University: Countering Inequalities With An Ethics Of Care ' , Paper presented at Building the postpandemic university , Cambridge , United Kingdom , 18/09/2020 - 18/09/2020 .
By now, concerns about how equity and inequality are playing out in the 'pivot' to remote teaching and learning are common in the press and most mainstream political and policy discourses. But early on, questions about the risks to equity and the related responses to such risks within institutions of higher education were being raised. Of these, which concerns for the future post-pandemic persist? As teaching and learning professionals and academics from 15 diverse universities in South Africa, we deliberated through collective reflection what we were experiencing, observing, designing and trying to mitigate in Emergency Remote Teaching and Learning (ERTL). Collecting our reflections and raising critical concerns, we collated these in May 2020 during the first semester of the academic year in South Africa, as the country entered a sudden State of Disaster with severe lockdown restrictions. Nine themes emerged from our reflective narratives that provide insight, from the diverse and unequal positions we found ourselves in, into the current status of responses to Covid-19 with regard to teaching and learning through an equity lens.
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