Assessment should be a part of teaching and learning at universities. It's important because it will subvert exclusion and allow all students to take responsibility for their work.
When academics are pushed to publish and to compete, teaching and research can take a back seat.
More must be done to develop mechanisms based on intrinsic motivations of committed, quality academics. It's important to limit the harms currently being caused by rent seeking.
Education and awareness about gender identity and sexual orientation are crucial.
Many people use religion and culture as explanations for their homophobic attitudes.
For the decolonisation of knowledge to be successful, it must be driven by critical thinking.
Phrases like “knowledge production” conceal the fact that knowledge answers to something beyond itself and beyond us. To produce knowledge is to find out about something.
University lecturers must keep learning new ways to teach.
It takes a combination of formal and informal learning to equip academics to become better teachers. Universities need to encourage both approaches.
South Africa’s government is trying to approach student funding differently.
The ministerial task team's report presents a jaundiced view of an important organisation that's opened the doors of higher education to many who would otherwise have been closed out.
The “de-” in decolonisation is a chance to break away from colonial ways of doing things.
There are other ways to conduct meetings and present lectures. Could adopting, adapting or even just understanding more about these help universities to release colonialism's grip on their practices?
Black South African students need fewer excuses and more support from universities.
Students from South Africa's public school system battle to cope with the rigorous demands of any university degree without genuine, committed support.
Thabo Mbeki during his inauguration as Chancellor at UNISA.
There's no doubt South African universities need to undergo a real shift. But are the country's current intellectual and academic forces up to the task?
The demand for “decolonised education” may jeopardise research and learning in South Africa.
It's important that South African teachers, lecturers and professors develop curricula that build on the best knowledge skills, values, beliefs and habits from around the world.
Harvard University is grappling with the same problems as less wealthy institutions in very different parts of the world.
If universities work together they are more likely to find creative solutions to problems. Collaboration will allow them to benefit from the global academic community's collective wisdom.
Many academics have been involved in supporting student protesters.
With the impasse between South African universities and students over free higher education a forum has been set up to look at possible reforms.
Universities are in the grip of a torrid period of change and disquiet.
It's easy to understand why the government treats each student demand as distinct. But these are complex issues and they are intertwined.
It’s not enough just to enroll disabled students at universities. They need particular support.
Many students with disabilities feel excluded from daily university life and the assumption is that they, not the institutions, must change.
Students want things to change at South Africa’s universities.
The push for decolonisation could ironically end up trapping universities in a colonised curriculum.
2017 promises to be another tough year as South African universities head into the uncertain terrain of further addressing and healing the divisions that have been exposed.
Police guard a building at the University of Cape Town – from whom, since knowledge is not really owned by anyone.
There are a few questions that can be posed and unpacked if universities are to move towards genuine decolonisation.
Students in South Africa are tired of Western, Eurocentric university curricula.
More than two decades after apartheid ended, South African universities still tend to offer a view of the country and continent that is rooted in colonial and apartheid thinking.
More leadership is needed to tackle universities’ crises.
South Africa must address the root factors contributing to nationwide protests in the higher education sector or face dire consequences
University “transformation” has a unique meaning in South Africa.
If researchers pose the right questions about transformation, this can lead to better answers, stronger policies and, ultimately, real change.