000			06391nam a22005298i 4500
001			BRILL9789004540811
003			nllekb
005			20260610105201.0
007			cr un uuuua
008			230131s2023 gw sb 001 0 eng d
010			_a 2022059530
020			_a9789004540804 _q(print)
020			_a9789004540811 _q(electronic book)
024	7		_a10.1163/9789004540811 _2DOI
035			_z(OCoLC)1350735047
040			_aNL-LeKB _cNL-LeKB _erda
041			_aeng
050		4	_aLB2322.2
072		7	_aEDU _x000000 _2bisacsh
072		7	_aJN _2bicssc
082	0	4	_a378.1/25 _223
245	1	0	_aTransforming Teaching and Learning Experiences for Helping Professions in Higher Education : _bGlobal Perspectives / _cedited by Roshini Pillay, Sibusiso Mkwananzi and Sharon Moonsamy.
264		1	_aLeiden ; _aBoston : _bBrill, _c2023.
264		4	_c©2023
300			_a1 online resource
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _2rdacarrier
490	1		_aAfrican Higher Education: Developments and Perspectives ; _v13
490	1		_aEducational Research E-Books Online, Collection 2022
504			_aIncludes bibliographical references and index.
505	0		_tForeword: Who Is to Educate the Educator? -- Sabelo J. Ndlovu-Gatsheni -- List of Figures and Tables -- Notes on Contributors -- Introduction -- Roshini Pillay, Sibusiso Mkwananzi and Sharon Moonsamy -- PART 1: Theoretical Frameworks underlying Teaching and Learning -- 1 Cultural-Historical Activity Theory and Dialectics for a Transformative Agency Agenda in Higher Education: The Example of a Formative Intervention on Academic Dishonesty -- Annalisa Sannino -- 2 Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation -- Assata Zerai -- 3 Vygotsky Meets Freud: Reflections on the Integration of the Cultural Historical Activity Theory to a Psychoanalytically Grounded Therapy Case in a Teaching and Learning Context -- Simangele Mayisela -- PART 2: Narratives of Students in Higher Education -- 4 The Perceptions of Speech Language Bi/Multilingual Additional Language Students on Their Intercultural Communication with Clinical Educators in Gauteng, South Africa -- Nomfundo Mbatha and Anniah Mupawose -- 5 Culture and Gender Dimensions on Educational Pursuit in Higher Educational Institutions: Narratives from Northern Central Nigeria -- Sultan Khan and Babatunde Emmanuel Durowaiye -- 6 E-learning and Intercultural Online Education Pre- and Post-Covid-19 -- Mohamed Taiebine -- 7 University Teaching under Pandemic Contexts and Beyond: A Conceptual Framework for Helping Academic Economists in Universities -- Emmanuel Ojo -- PART 3: Teaching and Learning Strategies -- 8 Creating Community-based Clinical Experiences in Communication Sciences and Disorders: Opportunities for Innovation and Changing Perspectives -- Stacey Wallen -- 9 Forces against Decoloniality in Higher Education: The Case of the Helping Professions -- Sibusiso Mkwananzi, Roshini Pillay, Simangele Mayisela, Anniah Mupawose and Sharon Moonsamy -- 10 Freiform: A Participatory Process to Prepare Social Work Students for the Field at the University for Applied Sciences and Arts Northwestern Switzerland -- Nina Hatsikas-Schroeder, Jeremias Amstutz, Regula Kunz, Mira Muheim and Peter Zängl -- 11 Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices -- Matumo C. Ramafikeng -- 12 Rethinking Language and Assessment in a Higher Education Institution: A 21st Century Perspective -- Shanta Balgobind Singh -- 13 Reflection Skills in Social Work: A Case Study -- Roshini Pillay, Grace Khunou and Munyane Mophosho -- 14 An Exploration of Decolonial Transdisciplinary Curriculum Change in Higher Education -- Harsha Kathard and Adheesh Budree -- 15 Decolonising the Curriculum at Unisa: The Case of an Anthropology Module -- Nompumelelo Zodwa Radebe -- 16 Theorising Being and Becoming Collective and Reflexive Helping Professionals: A CHAT Perspective -- Najma Agherdien, Rieta Ganas and Sipho Hlabane -- Index.
520			_aHigher education has transformed and continues to transform in this century, because of decolonizing the curriculum and the COVID-19 pandemic, which have added an indelible mark to the methodology of teaching and learning. Learning spaces have become open to more people through privatization, massification, e-learning platforms and internationally mobile academics, allowing individuals from diverse backgrounds to enter the academic and helping professions space. Educators need to reskill, repurpose, redesign, and reimagine for a world that is rapidly evolving. New ways of teaching need to consider nuances of decolonization of the curriculum, deep understanding of subjects, transformative ways of imparting knowledge and technology-enhanced learning needs to be embraced. Thus, the teaching and learning spaces in developed and developing environments move beyond the classroom to prepare 21st century citizens to embrace life-long learning. Furthermore, the content as well as processes involved in teaching and learning must be explored thoughtfully that includes the perspectives of a more inclusive wave of educators and students. Thus, this book has implications for a global scholarship, specifically during disruptive times in Higher Education. It is hoped that the book stimulates reflections so that the reader draws inspiration to find contextual relevance that extends into the real-world.
546			_aEnglish
588			_aDescription based on print version record.
650		0	_aCollege teaching.
650		0	_aEducation, Higher _xAims and objectives.
650		0	_aEducation, Higher _xCurricula.
700	1		_aMkwananzi, Sibusiso, _eeditor.
700	1		_aMoonsamy, Sharon, _eeditor.
700	1		_aPillay, Roshini, _eeditor.
776	0	8	_iPrint version: _tTransforming Teaching and Learning Experiences for Helping Professions in Higher Education : Global Perspectives. _dLeiden ; Boston : Brill, 2023. _z9789004540804 _w(DLC) 2022059529
830		0	_aAfrican Higher Education: Developments and Perspectives ; _v13.
830		0	_aEducational Research E-Books Online, Collection 2022.
856	4		_zDOI: _uhttp://dx.doi.org/10.1163/9789004540811
999			_c26740 _d26740