| Western Cape’s top teacher graduates with master’s from SU | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=11032 | | Western Cape’s top teacher graduates with master’s from SU | Corporate Communication and Marketing/Korporatiewe Kommunikasie en Bemarking [Anel Lewis] | <p>The Western Cape's top teacher, Llewellyn van der Ross, never planned on a career in education. “I didn't choose teaching, teaching chose me," he says of the “epiphany" he had in Grade 12 that saw him study education and return to his former school, Tuscany Glen Primary in Eerste River, as a Grade 7 teacher.<br></p><p>Van der Ross, who will graduate with a master's degree in education from Stellenbosch University (SU) in December, says his passion for teaching stems from his love of reading. “Literacy is the bridge from misery to hope," he says, citing the words of former Secretary-General of the United Nations, Kofi Annan. Reading was the spark that changed his life's trajectory, he explains. “I was raised by my mother, a single parent who worked long shifts in a factory to provide for our family. Her sacrifices shaped me profoundly. She taught me the values of hard work, resilience, and the belief that education could open doors that seemed, to us, otherwise closed." </p><p>Now Van der Ross, who grew up in Wesbank in Kuils River, can open doors for the learners who pass through his classroom. Unable to see himself in any other profession, he adds that coming from the same community as the learners in his class has given him an edge when it comes to teaching. “For me, teaching is not merely a profession; it's a calling to create spaces where each child feels valued, seen, and inspired to dream bigger than their circumstances." </p><p>He focused his research for his master's degree on the effect of learning losses linked to the Covid-19 pandemic with a specific focus on reading comprehension. This after he noticed that while many of his learners could read, many struggled to read with meaning. “I strive to innovate within the classroom by introducing programmes like 'Reading for Meaning' clubs and incorporating digital storytelling."</p><p>But for Van der Ross, teaching goes beyond the books and the blackboard. In his classroom, he strives to tap into the emotional needs of each of his learners so that he can teach with understanding and empathy. “First, I have to reach the heart before I can teach the brain." </p><div class="ms-rtestate-read ms-rte-embedcode ms-rte-embedil ms-rtestate-notify" unselectable="on"><iframe width="560" height="315" src="https://www.youtube.com/embed/kRUlUMKZEcs?si=n_QJkjPwNrNp9TM4" title="YouTube video player" frameborder="0"></iframe> </div><p><br></p><p>Tuscany Glen Primary is not a resource-rich school, and the learners make do without many of the facilities other schools enjoy. Yet, each classroom is filled with inspirational messages and colourful posters highlighting aspects of the curriculum. It's evident that teachers like Van Der Ross do their utmost to prepare the school's more than 1 000 learners for high school and beyond. As Van der Ross proudly shares, many of his learners have gone on to study at universities.</p><p>Van der Ross says he chose to do his postgraduate studies at SU because the University is “recognised as a forerunner in research" and has “embraced transformation". He has high praise for his supervisors, Prof Christa van der Walt and Dr Shannon Bishop-Swart, and for SU providing the opportunity to study multilingualism for a period at Humbolt University in Berlin. </p><p>He says he will share the celebration of his upcoming graduation with his mother. “It's difficult to put into words the pride and gratitude I feel. This degree represents her sacrifices, my hard work, and the dream that education can break cycles and build futures."</p><p>Commenting on the recognition by the Western Cape Government as the provincial winner of the National Best Teacher Award, Van der Ross says, “Never in a million years did I think I would be recognised as the best teacher. It was an overwhelming moment." </p><p>While the accolade “means the world to him", the hard work never stops. He's happiest in his bright-yellow classroom adorned with inspirational quotes and descriptive words, where he can share his love of reading with children while instilling in them the confidence they need to thrive.</p><p>“Every child deserves a champion," he says with a smile. <br></p><p><strong>Video and photo credit</strong>: Stefan Els<br><br></p><p><br></p> |
| African universities must strengthen alumni participation, prioritise societal needs | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10969 | | African universities must strengthen alumni participation, prioritise societal needs | Corporate Communication and Marketing/Korporatiewe Kommunikasie en Bemarking | <p>Africa Universities' Day is observed annually on 12 November. In opinion pieces for <em>University World News</em>, Karen Bruns (Development & Alumni Relations) and Prof Aslam Fataar (Education Policy Studies) focus on what universities in Africa must do to strengthen alumni participation and respond to societal needs. Click on the links below to read the articles as published.</p><ul><li>Karen Bruns (<a href="https://www.universityworldnews.com/post.php?story=20241110204332895"><strong class="ms-rteThemeForeColor-5-0">University World News</strong></a>)</li><li>Aslam Fataar (<a href="https://www.universityworldnews.com/post.php?story=2024110610132811&utm_source=newsletter&utm_medium=email&utm_campaign=AFNL0472"><strong class="ms-rteThemeForeColor-5-0">University World News</strong></a>)</li></ul><p>Photo by Stefan Els (Corporate Communication and Marketing).<br></p> |
| Empathy in Action: How Radical Empathy Can Revolutionize Classrooms | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10942 | | Empathy in Action: How Radical Empathy Can Revolutionize Classrooms | Le-Anne Goliath | <p><em>Opinion Article by Le-Ann Goliath (</em><span data-olk-copy-source="MessageBody"><em><span data-olk-copy-source="MessageBody">Early Career Researcher in Education Policy</span>)</em></span></p><p style="text-align:justify;">In many working-class communities, schools serve as essential centres for learning and development. Yet, behind the classroom doors, students often face challenges that go unnoticed. From economic hardships to emotional trauma, these obstacles can significantly hinder their educational journey. To address these challenges, educators are increasingly adopting the concept of radical empathy—a profound approach that transcends traditional empathy to understand and support students' emotional and academic needs more deeply.</p><p style="text-align:justify;">Radical empathy involves actively seeking to comprehend the root causes of individuals' behaviours and emotions and responding with compassion and support. In the educational context, this means recognising the impact of trauma and socio-economic challenges on students and addressing these issues with sensitivity and care. This approach is particularly beneficial in working-class schools, where students often face significant barriers to their educational success.</p><p style="text-align:justify;">The theoretical foundations of radical empathy are rooted in several key frameworks. Humanistic psychology, pioneered by Carl Rogers and Abraham Maslow, emphasises the inherent worth of individuals and the importance of empathy in human relationships. Rogers' concept of “unconditional positive regard" closely aligns with radical empathy, as it involves accepting and valuing individuals without judgment (Zhou, 2022). Additionally, Relational-Cultural Theory (RCT), developed by Jean Baker Miller and colleagues, underscores the importance of relationships and connection in human development. Radical empathy, as described by Jordan and Schwartz (2018), is grounded in RCT and emphasises mutual empathy and authenticity in relationships. These theoretical underpinnings highlight the importance of empathy in fostering positive educational outcomes.</p><p style="text-align:justify;">Trauma-informed care acknowledges the widespread impact of trauma and the necessity for supportive, empathetic responses. It involves understanding trauma's effects on behaviour and learning and creating environments that promote safety and healing. Radical empathy in education incorporates trauma-informed principles by acknowledging students' past experiences and responding with sensitivity and support. For instance, consider a scenario where Ms Johnson, a teacher at a low-income neighbourhood school, notices that one of her students, Maria, is frequently absent and disengaged in class. Instead of reprimanding Maria, Ms. Johnson reaches out to understand the underlying issues. She discovers that Maria cares for her younger siblings while their single parent works multiple jobs. Understanding Maria's situation, Ms. Johnson arranges for additional support and flexible deadlines, which helps Maria stay on track academically.</p><p style="text-align:justify;">Social justice education highlights the role of education in addressing social inequalities and promoting equity. Radical empathy involves recognizing and challenging systemic barriers that affect students' lives and taking action to create more inclusive and equitable learning environments. Inclusive classrooms are environments where all students feel respected and valued. Teachers can achieve this by incorporating diverse perspectives into their lessons and encouraging open discussions about different cultures and experiences. For example, imagine Mr. Smith, a high school teacher, implementing a “circle time" in his classroom where students can share their thoughts and feelings in a safe, non-judgmental environment. During these sessions, students like Jamal, who often feel isolated, begin to open up about their experiences. This practice helps students feel more connected and supported, leading to improved classroom behaviour and academic performance.</p><p style="text-align:justify;">Cognitive empathy involves understanding another person's perspective, while emotional empathy involves sharing their feelings. Radical empathy integrates both types, encouraging educators to not only understand their students' experiences but also to connect with their emotions and respond compassionately. Active listening is a key component of radical empathy. It involves giving students full attention, validating their feelings, and responding thoughtfully. When students feel heard, their emotional well-being improves, which can lead to better academic performance. This practice also helps build a supportive classroom community.</p><p style="text-align:justify;">Recognizing that students have different learning needs, teachers can adopt flexible teaching methods to make education more accessible. Differentiated instruction, varied assessment methods, and additional support for struggling students are all strategies that can enhance learning outcomes. By tailoring their approaches, teachers can ensure that every student can succeed. This adaptability is crucial to radical empathy, as it demonstrates a commitment to meeting each student's unique needs.</p><p style="text-align:justify;">Promoting a culture of empathy among students is another way to improve the learning environment. Encouraging peer support and collaboration helps students learn from one another and develop important social-emotional skills. At Lincoln Middle School, located in a working-class area, the administration introduced a peer mentorship program. In this scenario, older students, like Sarah, mentor younger ones, such as Alex. Through this program, Sarah develops leadership and empathy skills, while Alex gains a sense of belonging and support. This initiative fosters a sense of community and belonging among students. This sense of community can be particularly beneficial in working-class schools, where students may face similar challenges.</p><p style="text-align:justify;">Radical empathy is more than just a teaching strategy; it is a mindset that prioritises understanding, compassion, and support. By embracing this approach, teachers in working-class schools can create a more inclusive and effective learning environment. As educators continue to navigate the complexities of their students' lives, radical empathy offers a path to academic success, emotional resilience, and personal growth for students. Ultimately, radical empathy can transform the teaching and learning relationship, making education a more empowering and enriching experience for all students.</p><p><strong>Sources:</strong><br></p><p>Aldrup, K., Carstensen, B., & Klusmann, U. (2022). Is empathy the key to effective teaching? A systematic review of its association with teacher-student interactions and student outcomes. Educational Psychology Review.</p><p>Givens, T. E. (2021). Radical empathy: Finding a path to bridging the racial divides. Policy Press.</p><p>Jordan, J. V., & Schwartz, H. L. (2018). Radical empathy in teaching. New Directions for Teaching and Learning.</p><p>Resilient Educator. (2015). Teaching students lessons in radical empathy.</p><p>Zhou, Z. (2022). Empathy in education: A critical review. National University of Singapore.<br></p><p><br></p> |
| World Teachers’ Day: Teachers’ voices must be heard | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10903 | | World Teachers’ Day: Teachers’ voices must be heard | Corporate Communication and Marketing/Korporatiewe Kommunikasie en Bemarking | <p>World Teachers' Day was celebrated on Saturday 5 October. In opinion pieces for the media, experts in the Faculty of Education at Stellenbosch University emphasised the importance of listening to the voices of teachers to give them the right support and improve their well-being. Click on the links below to read the articles as published.<br></p><ul><li>Prof Lorna Dreyer & Sharon Pienaar (<a href="https://mg.co.za/thought-leader/opinion/2024-10-03-teachers-want-inclusive-classes-but-struggle-to-assist-children-with-autism/"><strong class="ms-rteThemeForeColor-5-0">Mail & Guardian</strong></a>)</li><li>Dr Shannon Bishop-Swart (<a href="https://www.iolnews.co.za/capetimes/opinion/world-teachers-day-valuing-educators-voices-in-sa-c175283f-6d3c-41fd-a83a-e67860191ac3"><strong class="ms-rteThemeForeColor-5-0">Cape Times</strong></a>)</li><li>Prof Michael le Cordeur (<a href="/english/Documents/newsclips/Bela-%20toets%20vir%20RNE%20(002)translated.pdf"><strong class="ms-rteThemeForeColor-5-0">Netwerk24</strong></a>)<strong>*</strong></li><li>Dr Elzahn Rinquest (<a href="/english/Documents/newsclips/Elzahn_CA%20oped0810.pdf"><strong class="ms-rteThemeForeColor-5-0" style="">Cape Argus</strong></a>)<br><br></li></ul><p><strong>*</strong>This article has been translated because it originally appeared in Afrikaans.<br></p><p><br></p> |
| Social Impact Week encourages participation | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10900 | | Social Impact Week encourages participation | Faculty of Education | <p>The Faculty of Education presented a Social Impact Week from 30 September to 4 October. A week-long exhibition of the various projects as well as a social event was presented.<br></p><p>Prof Melanie Moen, head of Social Impact in the Faculty of Education and Prof Mbulungeni Madiba, dean, wanted to create an opportunity to inform students and staff about the various projects offered by the faculty and want to encourage participation.</p><p style="text-decoration:underline;">Projects presented by the faculty include:</p><ul><li>Basic needs for better education</li><li>Compassionate care to alleviate violence in children</li><li>I can read</li><li>Mobilex</li><li>TeacherCalm</li><li>Towards evidence-based smartphone management in SA high schools</li><li>Transnet Phelophepa Health Care Train Project</li><li>Breede Digi Cluster</li><li>Family Math</li><li>Key Concepts in Science<br></li><li>SciMathUS</li><li>Stellenbosch Hub</li><li>Teacher Professional Learning</li></ul><p>Those interested can visit the website for more information and contact details:<br></p><p style="text-decoration:underline;"><a href="/english/faculty/education/social-impact">https://www.sun.ac.za/english/faculty/education/social-impact</a><br></p><p><strong>Photo above:</strong> Faculty of Education Social Impact project leaders with Prof Madiba.<br></p><p><img src="/english/faculty/education/PublishingImages/DSCF4004%20copy.jpg" alt="" style="margin:5px;width:300px;height:200px;" /><br></p><p><strong>Photo:</strong> Mr Peters (SU Division of Social Impact), Dr Mkhize (Head of SU Division for Social Impact), Prof Madiba and Prof Moen.</p><p><img src="/english/faculty/education/PublishingImages/DSCF3979%20copy.jpg" alt="" style="margin:5px;width:300px;height:200px;" /><br></p><p><strong>Photo:</strong> Students taking part in the Social Impact social event.<br></p><p><img src="/english/faculty/education/PublishingImages/DSCF4005%20copy.jpg" alt="" style="margin:5px;width:300px;height:200px;" /><br></p><p><strong>Photo:</strong> Students and staff taking part in the Social Impact social event.<br></p><p><br></p> |
| Prof Jonathan Jansen reflects on leadership and healing at memoir launch | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10872 | | Prof Jonathan Jansen reflects on leadership and healing at memoir launch | Corporate Communications and Marketing | <p>Distinguished Professor of Education at Stellenbosch University (SU) Jonathan Jansen recently launched his memoir, <em>Breaking Bread</em>, at the SU Museum. The event featured a captivating dialogue between Jansen and Prof Pumla Gobodo-Madikizela, recent recipient of the Templeton Prize and Founding Director of the Centre for the Study of the Afterlife of Violence and the Reparative Quest (AVReQ). </p><p>The launch brought together academics, students, members of the Rectorate and admirers to celebrate Jansen's remarkable life journey and his insights on faith, education and social transformation. His storytelling, marked by humour and humility, thrilled the audience, as he shared episodes from his teaching days and his efforts to bridge divides in South African society. </p><p>Throughout his career, Jansen has been recognised for his contributions to educational scholarship and reform. He is the author of several influential books, including <em>Knowledge in the Blood</em>, which examines race relations and higher education in South Africa, and <em>Corrupted</em>, a critical analysis of dysfunction within South African universities published in 2023. Another impactful recent work is <em>The Decolonization of Knowledge</em> (2022), which addresses the urgent need for transformative educational practices.</p><p>Jansen is also known for his candid commentary on social issues through various media platforms and he's been vocal about the importance of personal reflection in leadership. His memoir illustrates how he has learned from both positive and negative experiences, using these lessons to inform his administrative practices.</p><p>Gobodo-Madikizela set the tone for the evening when she commented that <em>Breaking Bread</em> is both deeply moving and entertaining. “I wept once. I was laughing most of the time when I read your book," she enthused, praising Jansen's ability to weave together personal narratives and profound philosophical lessons with insight and wit.</p><p><strong>Flaming courage</strong></p><p>Jansen's memoir delves into his childhood on the Cape Flats shaped by his upbringing in a conservative Evangelical church, his early career as a biology teacher and his tenure as the first black vice-chancellor of the University of the Free State. In the book, Jansen's personal stories are told in the context of broader societal issues, offering wisdom and lessons on reconciliation, leadership and the importance of breaking down barriers.</p><p>Gobodo-Madikizela praised Jansen's consistency and “flaming courage" throughout his life, noting how his values and approach to the world have remained steadfast. She pointed out the book's powerful metaphor of “breaking bread" as a symbol of shared humanity, even in the face of division and fear.</p><p>A central theme that emerged during the conversation was Jansen's grappling with the tensions between his faith and involvement in social justice activism. His exposure to the realities of apartheid and racial segregation during his formative years deeply influenced his commitment to social justice. Interactions with political activists inspired him to challenge systemic inequalities. </p><p>“You can imagine growing up going to the University of the Western Cape, having listened to Allan Boesak, having been inspired by the Steve Biko's, those kinds of leaders. It didn't make sense to me that you can have a white church of the brethren in Plumstead and a black church in Retreat," Jansen said.</p><p>“What liberation theology and black theology gave me was a language I didn't have for understanding what's happening around me, even as I kept looking backwards for that old faith which was deeply devout."</p><p><strong>Forgiveness and healing</strong></p><p>The conversation also delved into Jansen's experiences as an educator, both at the school and university levels. His leadership has been marked by efforts to promote transformation within higher education institutions. Advocating for curriculum changes that reflect South Africa's diverse history and culture, he sometimes met resistance from those who preferred traditional academic frameworks.</p><p>Jansen shared poignant memories, such as the turbulent time at the University of the Free State when he helped facilitate a reconciliation process with the students involved in the infamous Reitz video scandal, noting the emotional journey of forgiveness and healing that followed. He emphasised the need for leaders to show compassion, reflect deeply and create opportunities for the next generation.</p><p>Gobodo-Madikizela asked Jansen about another touching encounter he describes in <em>Breaking Bread</em>, when as the Dean of Education at the University of Pretoria (UP), he received a visit from a white father and daughter from a poor community in Pretoria West, seeking assistance with a bursary. </p><p>“Something happened in that moment," Jansen said. "In a flash, I saw my dad when I went to him and asked for money to go to university. My dad looked at me, tears in his eyes and he said, 'I'd love you to go, but I don't have the money.'</p><p>“In that moment in my office at UP, I didn't see a white kid, I saw myself. I didn't see a white man. I saw my dad. That moment changed everything ever since, because I then understood that there is something beyond the epidermis, something beyond the accident of being born or classified white and black that makes us human." </p><p><strong>Advice to students</strong></p><p>Jansen also shared stories of transforming underperforming schools by focusing on instructional leadership and connecting with students and their communities. “If you come to your classroom before the kids get there and you leave after them, you will have respect," Jansen said. He told an amusing story of a student who bluntly asked him if he had ADHD during a school visit. </p><p>The launch concluded with an opportunity for the audience to ask questions and Jansen graciously responded to inquiries about the challenges facing the education sector today. He advised aspiring researchers to seek out top scholars in their field, avoid staying at the same university for their entire careers and cultivate personal qualities like curiosity and hard work. </p><p>“Nobody becomes a top scholar by hanging around mediocre people. You become a top scholar by traveling. You become a top scholar by being in the presence of great people," he concluded.</p><p>Jansen passionately advocated for equitable access to quality education, drawing parallels between his own academic struggles and those faced by students from disadvantaged backgrounds today.<br></p><ul><li><em>Breaking Bread</em> is available at major bookstores and online, offering readers a profound journey through the life and mind of one of South Africa's most influential thinkers.<br></li></ul><p><strong>PHOTO: Prof Jonathan Jansen and Prof Deresh Ramjugernath (Deputy Vice-Chancellor: Learning and Teaching) in conversation at the book launch. (Photo by Memento Photography)</strong><br></p> |
| International Literacy Day: Literacy a critical component of learning | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10847 | | International Literacy Day: Literacy a critical component of learning | Corporate Communication and Marketing/Korporatiewe Kommunikasie en Bemarking | <p>International Literacy Day was celebrated on Sunday 8 September. In opinion pieces for the media, Drs Hanelie Adendorff (Centre for Teaching and Learning) and Zelda Barends (Curriculum Studies) argue that literacy is a crucial component of learning in the 21st century. Click on the links below to read the articles as published.<br></p><ul><li>Dr Hanelie Adendorff (<a href="https://www.universityworldnews.com/post.php?story=20240902234739542&utm_source=newsletter&utm_medium=email&utm_campaign=AFNL0463"><strong class="ms-rteThemeForeColor-5-0">University World News</strong></a>)</li><li>Dr Zeda Barends (<a href="https://www.iol.co.za/capetimes/opinion/literacy-is-the-valuable-key-to-a-lifetime-of-learning-4b2ae382-bdd7-4b5e-b2f8-90edd47e6a5d"><strong class="ms-rteThemeForeColor-5-0">Cape Times</strong></a>)</li></ul><p><br></p> |
| Highlighting teacher well-being through African collaboration and partnerships | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10837 | | Highlighting teacher well-being through African collaboration and partnerships | Faculty of Education | <h4 style="text-align:left;">Dr Shannon Bishop-Swart and Dr Elzahn Rinquest recently co-presented a teacher well-being and resilience workshop to thirty under- and postgraduate teaching students at Makerere University in Kampala, Uganda through an Africa Collaboration Grant. <br></h4><p style="text-align:left;"></p><p style="text-align:left;">The purpose of the teacher well-being workshops titled “Teacher Wellbeing African Partnership: Building Emotional Resilience" hinged on five components. Firstly, to develop integrated training modules encompassing teacher wellbeing, effective classroom management, and the nuanced understanding of emotions in the classroom. Secondly, to support comprehensive community outreach programmes by partnering with PACHEDO, a Ugandan NGO, to incorporate emotional intelligence components into community outreach programs, ensuring a comprehensive approach to community engagement that considers emotional dynamics. Thirdly, for interdisciplinary research collaboration between two African universities, exploring the intersections of education, psychology, and emotional intelligence in teaching practices. Fourthly, to explore future opportunities for exchange programs that specifically focus on understanding and implementing emotional intelligence in educational settings and facilitating cross-cultural learning experiences for educators. And lastly, to establish a dedicated network among workshop participants to share their experiences, resources, and strategies related to emotional wellbeing in the classroom and encouraging ongoing collaboration and support. </p><p style="text-align:left;">The two Stellenbosch University Faculty of Education academics have a shared interest in teacher well-being as an essential element for teachers' success. Despite their mutual interest in teacher well-being, an academic concern both researchers have had is the focus of research on teacher well-being in the global North. The Ugandan Teacher Well-being Workshop served as a valuable exchange of ideas and experiences. The feedback and reflections from the Ugandan participants will assist Dr Bishop-Swart and Dr Rinquest to further refine the workshop to ensure they are applicable to diverse African contexts. The collaboration between Stellenbosch University and Makerere University, the Ugandan non-government organisation PACHEDO, and the SU social impact project TeacherCalm marks a significant step towards making a global impact on teacher well-being. <br></p><p style="text-align:left;">The first three days in Uganda, the academics were accompanied by PACHEDO's President, Simon Omali, and Secretary, Sam Okuni, both founding members, and together travelled to various PACHEDO education projects across East and Central Uganda. The group spent Women's Day with a group of women living in a refugee camp near the South Sudanese border who are involved with PACHEDO's community resilience and household sustainability programmes in order to learn skills and earn an income. The women sang and danced and shared inspiring stories of how these education programs have assisted them to become more independent and not only earn an income, but also gain valuable skills that they are able to share with their community and thus ensure sustainability of the skill and income.<br></p><p style="text-align:left;">While at Makerere University the academics were hosted by Prof. Jude Ssempebwa, Associate Professor of Higher Education Studies and Management at the East African School of Higher Education Studies and Development, College of Education and External Studies. <br></p><p style="text-align:left;"><span><strong>Collaboration and partnership background </strong></span></p><p style="text-align:left;">Twelve years ago, on an education exchange while studying her Masters at Teachers College, Columbia University, Dr Bishop-Swart travelled to Uganda and became a founding member of a non-government organisation called PACHEDO - Partners for Community Health and Development Organization. Since then PACHEDO has had success and experience particularly in humanitarian recovery education for children, women and youth in conflict, disaster and poverty affected communities in East Africa. PACHEDO's education interventions include the enhancement and integration of four education elements: i) Early Childhood Development, ii) Primary Education, iii) Community Transitional and Accelerated Learning Programme (CTLP and ALP); and iv) Vocational and apprenticeships that are aligned with national education policies and curriculum, as well as providing relevant transitional skills that address all these barriers. </p><p style="text-align:left;">In 2022 Dr Elzahn Rinquest founded TeacherCalm as a social impact (SI) project within the Faculty of Education at Stellenbosch University. This SI project focuses on supporting the well-being of pre-service teachers and equipping them with effective classroom management techniques. TeacherCalm recognizes that teacher well-being is a complex interplay of factors, including emotional, physical, and social dimensions and, by addressing these interconnected aspects, TeacherCalm strives to create a supportive and nurturing environment for teachers. <br></p><p style="text-align:left;"><br></p><p style="text-align:left;"><br></p> |
| Training to teach French, German and Mandarin in South African schools | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10829 | | Training to teach French, German and Mandarin in South African schools | Faculty of Education | <p style="text-align:justify;">The Faculty of Education started training teachers for non-official languages, notably French, German and Mandarin in 2022. Not many universities train teachers in these languages. For example, the last count done by Mbohwa-Pagels and Roode in 2014 reported that two universities, Stellenbosch University and the University of Pretoria, train teachers of German as a Foreign Language. At Stellenbosch University's Faculty of Education it was possible to do a module in French or in German Foreign Language Teaching in the Postgraduate Certificate of Education, but French was taken off the books and German has not been offered because of the requirement that at least 15 students register for a module before it is offered. Since the number of students majoring in these languages is normally small, the possibility of ever training teachers for these languages seemed non-existent. A solution had to be found. <br></p><p style="text-align:justify;">Designated non-official include languages like Gujarati, Hebrew and Spanish. However, the three languages that seem to have the most presence in South African government schools are French, German and Mandarin. Examinations in all non-official languages are managed by the Independent Examinations Board (IEB) rather than the national Department of Basic Education and for that reason, these languages all follow more or less the same guidelines. In addition, foreign language teaching as a distinct field recognizes general principles that can be applied (with caution!) to the teaching and learning of any foreign language. 'Foreign language' in this case would refer to a language that is not encountered outside the classroom, or a language that is studied <em>in addition to</em> a home and a second language. These considerations led to the idea that all three of these non-official languages could be included in one module for foreign language teaching. Since it would be difficult to find a lecturer with the requisite levels of proficiency in French, German and Mandarin, the idea was that general principles would be discussed in class (in English), and that language-specific support would then be offered by teachers who are currently teaching these languages in local schools. </p><p style="text-align:justify;">This module is one of a kind in South Africa. Students who majored in any one of these three languages follow lectures (as one group) in English, based on the IEB guidelines and the principles of foreign language teaching. In their specific language groups, they then go to local schools for guidance by a teacher of the particular language. For this year there were eight prospective teachers for German, four for French and two for Mandarin. The lecturer (this year Prof C van der Walt) keeps in touch with the teachers by communicating the specific aspects to be discussed in class and the teachers would then show the students language-specific teaching strategies and challenges. In addition, students have to prepare language-specific assignments which they discuss with the teachers and adapt based on their (the teachers') advice.</p><p style="text-align:justify;">What will happen in the future? The Department of Basic Education plans to include Swahili in the Intermediate Phase, which means it will be introduced systematically up to Grade 12. A module like this has the potential to include <em>any</em> foreign or non-official language, as long as there are teachers of those languages who can support the lecturer. The hope is that this will be the start of a vibrant tradition of training teachers for these languages so that there will be good applicants for modern foreign languages at undergraduate level.<br></p><p style="text-align:justify;"><br></p> |
| Lifelong learning and sharing knowledge important to newly appointed Dr Kajee | https://www.sun.ac.za/english/Lists/news/DispForm.aspx?ID=10830 | | Lifelong learning and sharing knowledge important to newly appointed Dr Kajee | Faculty of Education | <h4>Dr Farhana Kajee recently joined the Faculty of Education as senior lecturer in the Department Education Policy Studies. She shared about her passions and life lessons she learned along the way.<br></h4><p style="text-align:justify;"><strong><br></strong></p><p style="text-align:justify;"><strong>Where did you work before you accepted the position at the Faculty of Education?</strong></p><p style="text-align:justify;">I was a Senior Lecturer in the Education Faculty at Rhodes University in Makhanda, focusing on Educational Leadership and Management (ELM). Over 11 years, I taught and coordinated programs for both South African and Namibian students. Before that, I spent a decade teaching high school Accounting.</p><p style="text-align:justify;"><strong>Why did you decide to apply for this position?</strong></p><p style="text-align:justify;">After 11 years at Rhodes University, I felt the need for change and the opportunity to grow in a new academic environment. SU's commitment to cutting-edge research and innovation aligns with my academic interests, particularly in addressing educational challenges and driving transformation. This position will provide exposure to diverse knowledge forms and supports my evolving research trajectory. Additionally, moving to the Western Cape brings me closer to my loved ones.</p><p style="text-align:justify;"><strong>What do you enjoy most about your work?</strong></p><p style="text-align:justify;">I am passionate about teaching, learning and research. Facilitating flexible learning approaches and encouraging student agency is crucial as they join the scholarly community. I value supervising research for the opportunities it provides for debate, personal reflection and the generation of knowledge. In collaboration with students, I emphasize the importance of centring activist voices, valuing diversity and inclusion, and promoting equity and social justice in education.</p><p style="text-align:justify;"><strong>What life lessons or wisdom can you share?</strong></p><p style="text-align:justify;"><em>Lifelong learning</em> extends beyond formal education, with continuous curiosity being key to personal and intellectual growth. <em>Practicing gratitude and humility</em> enhances happiness and supports personal development; my father taught me that humility keeps one grounded and open-minded, which is crucial for strong relationships. <em>Sharing knowledge</em> not only solidifies our own understanding but also enriches the academic community, fostering a reciprocal exchange that benefits all involved. In a world of constant change, <em>adaptability</em> is vital, enabling us to navigate uncertainties and seize new opportunities.</p><p style="text-align:justify;"><strong>What do you enjoy doing in your free time?</strong></p><p style="text-align:justify;">When the academic pens are down, I can easily pick up pots and spice containers, enjoying the creativity of cooking. I also find joy in gardening, appreciating the tranquillity it brings. Additionally, slipping into a pair of takkies for a stroll in the park is a favourite pastime, allowing me to connect with nature and clear my mind. Reading for relaxation is another cherished activity, providing a wonderful escape into different worlds and perspectives.<br></p><p><br></p> |
