Education in Africa 
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| Title: | The challenges of university teaching and learning in the era of managerialism |
| Author: | Letseka, M. |
| Year: | 2008 |
| Periodical: | Africa Education Review (ISSN 1814-6627) |
| Volume: | 5 |
| Issue: | 2 |
| Pages: | 305-323 |
| Language: | English |
| Geographic term: | South Africa |
| Subjects: | higher education pedagogy educational reform |
| External link: | https://www.tandfonline.com/doi/abs/10.1080/18146620802449993 |
| Abstract: | The paper debates the challenges of university teaching in the era of managerialism. It teases out current institutional reconfigurations in South African higher education and briefly comments on claims of an existential crisis, with a focus on contestations over the direction of institutional reconfiguration at the University of Fort Hare. The Fort Hare case is part of the broader discourse on globalization and marketization of higher education taking place in South Africa and worldwide. The challenges of teaching and learning are integral to the university as a complex institution in the era of supercomplexity. The university should shed its 'ivory tower' mentality, acknowledge that its future legitimacy depends on its willingness to negotiate processes and procedures with its community, of which it is itself a constitutive part. The paper questions the relevance of the lecture as a pedagogical practice in this era of supercomplexity; it argues that the lecture is dead and should be replaced by alternative pedagogical approaches appropriate to the era of supercomplexity. It advocates Socratic questioning to create epistemological and ontological disturbance in the students. Socratic questioning is characterized by a relentless self-examination and critique, an endless quest for intellectual integrity and moral consistency, manifest in fearless speech that unsettles, unnerves, and unhouses people from their uncritical sleepwalking. Bibliogr., notes, ref., sum. [Journal abstract] |
