Professor Zahid Pranjol SFHEA的动态

This past week I attended a conference where I presented a paper titled "Assessment of the barriers impacting the decolonization of stakeholders’ identities in higher education". Part of the discussions that ensued post the presentation were around: 1. Is it possible to decolonise higher education institutions in a colonial society? 2. Why are we "talking" decolonisation and not liberation, are we truly liberated or have we got a false sense of liberation? The first question got me thinking about how higher education institutions are often referred to as "microcosm's of society", and how most plans/ideas to decolonise/transform society mostly begin with the decolinisation/transformation of higher education institutions. However, would the other way around not be ideal seeing that higher education institutions are a cosmopolitan?

Deep diving into the website of the collective Gesturing Towards Decolonial Futures (GTDF) today, I read this paper?called "Mapping interpretations of decolonization in the context of higher education." Find it here: https://lnkd.in/gmY7eACc I'm allowing the ideas shared to roll around in my mind, in my body; considering the cartography they've presented of Soft Reform, Radical Reform or Beyond Reform. Although it's written about educational institutions, I'm thinking about it in the context of the colonial institutions that I've been a part of (including, but not limited to, universities). I'm asking myself: Where do I stand on this map? Do I believe that colonial institutions, designed to collect and control resources and re-assign them according to the continued prosperity of those doing the choosing, can be decolonized? If there were more people doing the choosing who are on the path to decolonizing themselves would this result in better distribution of resources? Is it even possible to be outside of the colonial (and capitalist) system? What can we choose as practices that enable different questions to be asked, to arrive at different answers? Really appreciating all of the generous and generative resources shared through GTDF! How might I move these from ponderings to actions? Do I need to? If you read this paper, I'd love to hear from you! So much moving through me right now on this question about governance, systems and structures, what they are designed to do. Also, if you have resources to share, I love to read! (And also listen or watch...!) Reference: Andreotti, V., Stein, S., Ahenakew, C., Hunt, D. (2015). Mapping interpretations of decolonization in the context of higher education.?Decolonization: Indigeneity, Education & Society, 4(1), 21-40.

Check out this article by Rosa Ellis published by Times Higher Education on the issue of Diversity in Higher Education. The article titled ''Are universities doing the wrong things to promote diversity?'' reveals important issues on diversity issues, the mismatch between current practices and important steps required to make significant strides. In the article, Rosa shows how research suggests some?widespread initiatives don’t work, and some even lead to a decrease in academic diversity. So why do they continue to be rolled out? And what should institutions try instead? See article here: https://lnkd.in/eAHwe6Gn #diversity #highereducationsector

How important is Liberal Arts & Sciences Education for an individual and the society? The globally evolving landscape necessitates Liberal Arts & Sciences education. Aside from training students across and through different disciplines, Liberal education fosters critical thinking, which is crucial for an individual’s rounded growth. At the society-level, Liberal Arts & Sciences education promotes awareness, engagement, and analytical thinking, empowering individuals to critically assess social, political, and economic systems in relationship with one another. In the process, students learn to question normative information which is often passed down as truth claims. They build ethical perspectives, making the process of absorbing the information richer and nuanced. By including a wide-range of viewpoints, a Liberal Arts & Sciences classroom encourages careful engagement, informed discussion, and empathy, which are essential to community-building and societal progress. #LiberalArts?#ugAdmission?#CriticalThinking?#SocialAwareness?#EmpathyInEducation?#GlobalCitizenship?#AnalyticalThinking?#LiberalEducation?#DemocraticDebate?#FutureReady?#gradschule?#EducationForAll?#HolisticEducation?#EducationForChange?#sdg4

South African universities have the potential to drive profound societal transformation. By addressing critical challenges like poverty, climate change, and unemployment, they can move beyond academics to shape critical thinkers and impactful changemakers. In this compelling piece in the Mail & Guardian, Canon Collins Trust Executive Director, Ivor Baatjes argues that it’s time to reimagine higher education—championing equitable access, safeguarding academic freedom, and fostering a culture of active, engaged citizenship. Let’s build institutions that not only educate but also uplift and serve the public good. Read the article here: https://lnkd.in/dx6J9jcP

There is no definitive conceptualizing of decolonizing, and since the advent of national-wide protest in higher education in 2015, decolonization has emerged as the preferred concept in thinking anew in our universities and communities. Here in this paper, Luqman, myself, and the late Siviwe, through semi-structured interviews, we found that transformation and decolonized approaches in thinking anew of higher education are equally preferred approaches - https://lnkd.in/emZDqqUs

In opinion: A recent essay in The Chronicle Review argued that one public perception problem of higher education is the assumption that colleges and universities have become close-minded. The declining presence of conservatives on faculties may be to blame. We asked academics to weigh in: What has led to the underrepresentation of conservatives in academe? And should anything be done to address the imbalance of political representation? https://chroni.cl/4ggFDtF

I am extremely pleased with this article, the collaborations behind it, and its overall argument . Just in case you are interested, a summary of our concluding remarks: Democratic theories often rely upon some form of open (Habermas) or obscure (Mouffe) conceptualisations of education. But avoiding or discarding educational considerations for its ‘despoliticizing’ potential will not disarticulate the learnificated society, nor more widely, the neo-liberal hegemonic production.? Thinking education ‘educationally’ rather than ‘instrumentally’ might be a preferable strategy to support the development of future democratic social theory.

"As an Academician, I strongly believe that universities should be centers of free thought, research, and innovation. Any controversial bill affecting universities must be carefully examined to ensure it upholds academic freedom, institutional autonomy, and the rights of students and faculty. Education should remain free from undue political influence, fostering an environment where knowledge thrives. Let’s stand together for the integrity of our higher education institutions. say No to Bureaucrats in Universities as a Vice Chacellor. #AcademicFreedom #UniversityAutonomy"

???????????????? ???????????? ???? ???????????????? ?????????????? The history of US higher education is intricately intertwined with the history of the US. A simple examination of both histories underscores that both were found on principles of exclusion; only a specific demographic had access and freedom. Recent legislation, indeed, the recent US presidential election, underscore these realities. The rise of anti-trans, anti-CRT, anti-DEI bills and rhetoric across the US speaks to the divisive discourse that counters the goals of higher education institutions to be settings that are diverse, equitable, and inclusive for all students and those who support them. Preparing our students to be productive citizens must include a thorough and accurate understanding of the worst parts of our history so that it is not forgotten or repeated. It is from this perspective that I contribute to a new project that supports scholars addressing matters of anti-inclusion in their work. The Boston University Wheelock College of Education & Human Development Emerging Higher Ed Scholars Program seeks to highlight emerging scholars from underrepresented racial and ethnic groups who live in states where DEl has been restricted or banned. We will select five such scholars to present their research at a symposium at Boston University in February. More details about our Nov. 21 info session and how to apply can be found here: bu.edu/wheelock/emerging