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Working the ‘in-between-spaces’ for transformation within the academy

Walters, Shirley (South African Journal of Education, 2018)

This paper considers the importance of ‘in-between spaces’ within the academy for challenging dominant institutional culture and hegemonic power relations towards a ‘de-colonised’ university. It questions ‘mainstreaming’ ...

Lifelong learning and connected-up development: insights from South Africa

Walters, Shirley (UNESCO, 2011)

Lifelong learning through the four major stages of people’s development (Schuller and Watson 2009) embodies the need for integrated, connected-up approaches to development. I will reference briefly three examples in ...

A realist assessment of the implementation of blended learning in a higher education context: the case of the Library and Information Science Department at the University of the Western Cape

Abrahams, Mark; Witbooi, Sally (University of the Western Cape, 2015)

Opportunities for further studies by working adults came under threat as the University of the Western Cape stopped the offering of after-hours classes in most of its Faculties. Unqualified and under-qualified librarians ...

Learning/work: Turning work and lifelong learning inside out

Walters, Shirley (Springer, 2011)

CONFINTEA VI took place against the background of an uneven and contradictory social and economic impact of globalisation. This impact registered globally and locally, in both the political North and South, drawing new ...

Flexible learning and teaching: Looking beyond the binary of full-time/part-time provision in South African higher education

Walters, Shirley; Jones, Barbara (University of the Western Cape, 2015)

This paper engages with literature on flexible learning and teaching in order to explore whether it may be possible, within the South African context, to have flexible learning and teaching provide a third way which goes ...