Participants at Summer School 2018 (15—26 January) can look forward to learning about brilliant little-known books, Irish literature, Frank Lloyd Wright, Coleridge, Graham Greene, Emily Hobhouse, artists and madness, earthquakes, the hydrogen bomb, the interconnectedness of the Universe, what human-Neanderthal hybrids might have looked like, the history and prehistory of horses in Africa, decolonisation, schizophrenia, future scenarios for South Africa, Buddhism, state capture, falconry, a century’s thinking against race, gardens, Greek philosophy, gentrification, the royal visit of 1947 and much, much more.
Negotiating learning and identity in higher education by Dr Bongi Bangeni and A/Prof Rochelle Kapp, is the latest addition to the collaborative books produced jointly by CHED and other faculties at UCT. The book addresses the issue of students’ multiple transitions in and out of the higher education system, and uniquely documents the agency they display as they negotiate the constraints of multiple contexts over time.
Emeritus Professor, Ian Scott has written a series of articles for the Mail & Guardian about issues in Basic and Higher Education in South Africa: "Without success, access will fail", "No quick fix for university crisis", and "Core issues besides finance and access hinder students' success".
Since the student protests of 2015 and 2016, UCT, like many other universities in South Africa, has been grappling with the conceptual understanding of a “decolonised curriculum”. The Curriculum Change Working Group (CCWG), appointed by the VC in 2016, has facilitated various engagements across the campus on different curriculum approaches to develop responses to the calls for “decolonisation” and “transformation” in HE.
It is against this backdrop and in keeping with the intention of UCT’s Strategic Planning Framework that the CHED Transformation Committee decided to embark on a series of participatory conversations on the urgent topic of Decolonisation of the Curriculum in CHED.