For law faculties, the transformative vision embodied in South Africa’s constitution provides a potent driver for change. So what does a transformed law faculty look like?
Calls for the decolonisation of countries, institutions, the mind and of knowledge are not new. In South Africa, these changes are crucial and long overdue. But they must be carefully thought through.
Anti-rape protests at a South African university have far bigger implications for the country’s ongoing fight against rape culture and patriarchal gender norms.
Is it defamatory to ‘name and shame’ alleged rapists? Absolutely, according to South African law – and those who share that information on social media are liable too.
A curriculum can’t be decolonised by simply removing content. This denies students the chance to participate in local policy debates and the global job market. A more nuanced approach is needed.
In future, universities will only survive if they can produce knowledge fast and innovate. This will require transformational leadership that gets everyone involved.
There was nothing in President Zuma’s speech to suggest that he’d really listened to people’s concerns about higher education - nor to suggest that any solutions will be forthcoming.
It shouldn’t be up to universities or the government alone to fund students who qualify for tertiary education but can’t afford it. A perpetual bond system could be the answer.
Many people dismiss the idea of free, quality public university education out of hand. But there are many ways to make it happen - and it all ties back to the idea of education as a public good.
The way in which one group of South African student protesters has acted and engaged with university managers shows how valuable a feminist approach to protest can be.
The student protests that rocked South Africa’s universities in 2015 are part of a class struggle as poor and marginalised people fight for their place in an unequal system.
South Africa’s matric results and data from national benchmarking tests suggest that many school leavers aren’t ready for university. It’s also worth asking: are universities ready for them?
Director of Centre for Postgraduate Studies, Rhodes University & Visiting Research Professor in Center for International Higher Education, Boston College, Rhodes University
Previous Vice President of the Academy of Science of South Africa and DSI-NRF SARChI chair in Fungal Genomics, Professor in Genetics, University of Pretoria, University of Pretoria
Chief Director: Tshwane University of Technology – Institute for Economic Research on Innovation; Node Head: DST/NRF SciSTIP CoE; and Professor Extraordinary: Stellenbosch University – Centre for Research on Evaluation, Science and Technology., Tshwane University of Technology
Associate Professor of Higher Education Studies. Head of Department of the Centre for Higher Education, Research, Teaching and Learning, Rhodes University