How to cite this work: Maringe, F. ed.), 2021, 'Higher Education in the melting pot: Emerging discourses of the Fourth Industrial Revolution and decolonisation', in Disruptions in higher education: Impact and implication Volume 1, pp. The book examines how higher education has met its transformational imperatives since 1994, including how it is responding to, among other things, the demands of the automation economy and the Fourth Industrial Revolution (4IR). The theoretical and empirical research recorded in this book is both original and current and provides new perspectives on the notion of the clash of ideologies in the South African higher education sector.
As such, both empirical and theoretical methods were used and justified as long as these contributed new perspectives to the implementation and application of the ideologies in higher education in South Africa. Felix Maringe, Educational Leadership and Policy Studies, School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa. The Fourth Industrial Revolution and the Transformation of Higher Education 17 Perceptions of the Fourth Industrial Revolution 19 The Fourth Industrial Revolution: What it promises.
Decolonisation and teacher education in South Africa
Educational Leadership and Policy Studies, School of Education, Faculty of Humanities, University of the Witwatersrand,. Felix Maringe is Professor of Higher Education at the University of the Witwatersrand (WITS), Republic of South Africa. Ndofirepi is a lecturer and academic adviser in the Office of Student Success, Faculty of Health Sciences at the University of the Witwatersrand, Johannesburg in South Africa.
Department of Foundational Studies, School of Education, Faculty of Humanities, University of the Witwatersrand, Johannesburg, South Africa. Maringe (ed.), Higher Education in the melting pot: Emerging discourses of the Fourth Industrial Revolution and decolonization (Disruptions in higher education: Impact and implication Volume 1), pp. And in the past two years, the need for education to respond to the imperatives of the 4IR has been highlighted.
However, there is a sense in which it is unlikely to capture the imagination of the center in the same way. Therefore, they declare the need for imperatives to place teacher and HE in relation to 4IR.
An invitation to dance consciously
Propositions are applied in posthumanist and feminist new materialist pedagogies to suggest a possibility that can work best in a particular situation and not prescribe through sets of instructions, or prescriptive rules to follow, but present (Bozalek 2019: 184). By being aware of the complex dynamic nature of dance, the unpredictability and uncertainty that the future holds, we propose a flexible process that can guide the preparation of pre-service teachers to become more skilled as dancers. Our process unfolds in three interconnected movements:. an invitation to dance consciously. deepening an understanding of the dance. become attentively involved in the complex dance. of the students are taken into account, and that guidelines are set to ensure that the students feel emotionally protected when they step onto the studio floor to 'dance' with their partners.
Our suggestion, given the potential discomfort, is that the first movement should be playful and spontaneous in nature and should not resemble the rigidity of academic work or involve deeply personal work. They may also be invited to use artwork such as drawings, collages and photo-voice to imagine engagement scenarios that could be expected in an Education 4.0 classroom, taking into account the additional challenges brought by COVID-19. Another very interesting option for inclusion in future scenarios is the use of improvisational actors to role-play such scenarios, emphasizing the complexity of connection and interaction.
2014) found that the involvement of actors in a training program taught them to recognize the relational complexities of communicating effectively. The idea is to become more aware of the complex layers of influence in any human interaction by being mindfully present in the moments they observe while trying to understand the dynamics involved. After being exposed to various possible scenarios aimed at arousing a more conscious engagement with what the complex dance of relating and interacting entails, students can be asked to position themselves with reference to relationality in the Education 4.0 context by place themselves on a continuum between the two extreme positions of relationality as completely insignificant and relationality.
After they have made their point of view known, they may be invited for an interview with someone who has taken a different point of view. After these paired conversations, they could come together as a group to reflect on their experiences, with a specific focus on the impact of mindful dancing. Students who leave the first school must be convinced of the value of relationality as an essential part of their professional development as an Education 4.0 teacher.
We should be willing to accept that the complexities of the relational dance make us all vulnerable; but it is precisely this vulnerability that allows us to connect with ourselves and others on a deeper level.
Enhancing a deepened understanding of the dimensions of the dance
To increase this liveliness and spontaneity, students can, for example, choose scenarios that might take place in a 21st century classroom and discuss those scenarios in breakout rooms online or act them out when they meet face to face. It is imperative that specific times are set aside so that students can return to the 'dance studio' in order to gain more experience of what dance entails. The process will take courage and must be guided by skilled educators who guide students to be open to new experiences that will equip them for their lived theory (Whitehead 2018) as they grow to embrace relationships. as an essential part of their personal and professional journey. .
In order to achieve a deep understanding of dance, it is necessary to understand the relationship with oneself, the relationship with the other, as well as the mutual influence of the relationship with each other (Stacey 2007). To improve EI, students need to be engaged in reflective processes that go beyond what Brownlee, Ferguson, and Ryan (2017) refer to as epistemic reflexivity, which typically occurs in small and large group discussions and hands-on instruction throughout the developmental program. teachers. Here, we propose the use of interrelational reflexivity, a construct developed by Gilbert and Sliep, to enhance "a shift beyond reflexivity of the self as an internal process to reflexivity within the relationships between people in a performative space."
Interrelational reflexivity, according to the developers, should also be underpinned by a strong social justice ethos to ensure that students can build trusting relationships that recognize responsibility, accountability, and moral agency. The aim is to enhance the ability of student teachers to deal more efficiently with feelings of vulnerability, insecurity and resistance that can be evoked by the unpredictability and uncertainty of an era characterized by so many changes. In this way, their deeper understanding of the dance could be revolutionary if it could free them from the systemically imposed understanding of themselves as individual beings.
Our individual narratives represent our lived experiences through which we discover and make sense of the ways in which we relate and interact with ourselves and others (Leitch 2006; Uhl-Bien, Marion & McKelvey 2007). Students can be invited to construct narratives of their schooling experiences in creative ways and engage with narratives to explore the relational dynamics embedded in those narratives. In order to develop a deeper understanding of the interconnectedness of students, they can be respectfully asked to share their narratives with their peers and eventually summarize all these narratives into a collective narrative for the whole group.
Perhaps it could be considered to organize an event to share experiences of their interconnectedness with others as core competencies to be a professional educator in the 21st century African context.
Attentively engaging in the complex dance of human relating and interacting
Therefore, higher education in the 4IR era requires more interactive forms of pedagogy. How underprivileged students experience teaching and learning in the age of 4IR. Therefore, in this chapter, understanding how students from underprivileged backgrounds experience teaching and learning in the era of 4IR in HE is absolutely necessary.
In the revision of the original framework, the Material Quality attribute (Design dimension) was moved to the Course dimension and the Peer Influence attribute (Teacher dimension) was moved to the Student dimension. Most of the instructional resources were easy to use (P2, P9) and the students confirmed that they had sufficient access to the online platform (P3, P4), P12, P18). The value of the course design was reflected in the practical application students experience while taking this course.
How to cite: Moll, I., 2021, 'The myth of the Fourth Industrial Revolution: Implications for teacher education', in F. However, both poles of the debate suggest a technology-driven view of teaching and teacher education. There is also no interest in either perspective in the student's developing mind.
The extended understanding of 'the pedagogical integration of ICTs' is reduced to the (obligatory) understanding of the use in pedagogy of ICTs. Most of the existing textbooks in teacher education are mostly written on the basis of Eurocentric and epistemic knowledge, which challenges the decolonization of teacher education in the South African context. In the context of decolonizing the curriculum, it is essential to incorporate student voices to situate learning in an appropriate milieu.
It is also suggested that the decolonization of the curriculum process would focus on students. In the next two sections, the decolonization of the curriculum and aspects of OER and open pedagogy are discussed in terms of the broader context of teacher education. One of the ways to support student involvement in the creation of OER is to promote metal literacy (Mackey & Jacobson 2011).
Consequently, resource management and licensing will become increasingly important for teachers and student teachers in the context of the 4IR. The provisions of OER for the decolonization of the curriculum are evident from the discussion in this chapter.
