A ground-breaking research project which looks at how factors such as race, gender, class and language intersect to create inequality among university students is on the cards.

The three-year project sees a team of academics from four universities exploring how these demographic characteristics combine to create inequalities among students and whether universities perpetuate the latter. The team comprises of CPUT academics Prof. Lungi Sosibo and Drs Agnes Chigona, Misiwe Katiya and Daniella Gachago as well as Drs Lorna Dreyer (Stellenbosch University) and Sadhana Manik (University of KwaZulu-Natal) and Prof Vuyokazi Nomlomo (UWC). Funded by the National Research Foundation (NRF) to the tune of R661 975, this is the second NRF grant that Sosibo, the team’s leader, has been awarded in succession.

“Working on this multi-site and inter-disciplinary project, we are a team of experts in the different areas of language, Information and Communication Technology, education as well as diversity and transformation,” says Sosibo.
“Our research outputs will include articles in journals accredited by the Department of Higher Education and Training, papers presented at peer-reviewed conferences, book chapters as well as Masters and Doctoral graduates.”

She adds that the collaborative nature of the project makes it a unique experience as each participant brings a different perspective based on the history of the university and personal background.
“The project will be enhanced by the team’s diversity as we boast both intermediate and established researchers.” 

Nomlomo says the project talks to her passion as she has worked extensively with language in education.
“I’m excited about collaborating with colleagues from other institutions and in the end we’ll have a broader perspective of higher education, its past, present and future.”

Written by Kwanele Butana
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As an educational developer at the Faculty of Education, Clive Brown recently had the “profound opportunity” to attend his first international conference, the International Consortium for Educational Development (ICED) 2024 in Nairobi, Kenya.

This milestone event was both intellectually stimulating and “personally transformative”.

At the conference, Brown presented his study titled "Levers of Change within Higher Education Ecosystems in South Africa: Exploring the Crucial Role of Educational Developers during Teaching Practice. This research is the culmination of his doctoral degree, completed under the supervision of Prof Sarasvathie Reddy at the University of KwaZulu-Natal.

His presentation focused on the intricate and interdependent web of stakeholders necessary to facilitate effective teaching practice placements. “These placements are crucial for developing student-teachers who often hesitate to step out of their comfort zones. I explored how this 'ecology' of stakeholders—comprising the Department of Basic Education, placement schools, mentor-teachers, parents of learners, teacher educators, and student-teachers—needs to function cohesively to ensure the success of these placements.”

In his view, the term 'ecology' refers to a set of interrelated, interconnected parts that must operate without individual agendas. “To effect change in education, these diverse systems must work together seamlessly. When these systems operate like a well-oiled machine, it can lead to profound professional learning for emerging educators.”

Attending ICED 2024 allowed Brown to share these insights and receive invaluable feedback from an international audience. This experience underscored the importance of collaboration and shared goals in achieving significant educational outcomes.

One of the most profound takeaways from ICED 2024 was the realisation that international conferences offer “unparalleled opportunities for researchers”. Brown said such events provide first-hand insight into diverse higher educational landscapes, fostering a broader understanding of how different educational systems operate. “This exposure is instrumental in reshaping and enhancing one's own educational practices, department, and institution.”

He said the conference also highlighted the critical role of educational developers in driving change within higher education. By facilitating effective teaching practices and fostering collaboration among stakeholders, educational developers can significantly impact the professional growth of student-teachers and, ultimately, the quality of education, Brown remarked.

He added that his experience at an international conference had been incredibly enriching. “It has broadened my perspective, provided new insights, and reinforced my commitment to advancing educational practices within South Africa. I look forward to applying the knowledge and connections gained at ICED 2024 to drive positive change within the Faculty of Education at CPUT and beyond.”

Brown said attending ICED 2024 was more than just an academic exercise, “it was a pivotal moment in my professional journey”. “I am excited to continue exploring and contributing to the dynamic field of educational development, armed with new insights and a global network of like-minded professionals.”

For more information about the conference and future events, visit [ICED 2024] (https://iced24.africa/).

Written by CPUT News
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