Page 32 - Transformation Indaba Report

The opportunity presented by a diverse classroom means for academics in how best to exploit the linguistic and
that the teacher can draw from the linguistic repertoire that cultural diversity that exists in the classroom, on the
is present in the classroom from the different languages that understanding that it presents opportunities for under-
exist in the classroom. Therefore, the idea of multi-linguistic standing diverse experiences of students. The ultimate
pedagogies arises from as a teacher how do you then use aim is integrating and including those in the curriculum so
those resources and the onus is on Cheryl’s portfolio, as well that it can form part of transformation of the curriculum.
as Phumeza’s portfolio, in presenting training opportunities (Pam)

Reaffirmation: the need to understand the diversity of our students and not use a “one-size-fits-all”. (C Foxcroft)

Regarding solutions –

1) the stackable qualification, where students can manage a set of structured learning opportunities that they com-
their learning, is a great idea but how to manage it without plete in minimum time. How do we identify what kind of
losing the integration and the currency of content (as with data we can get where we could check how the student
accounting studies). performed in their first test for a particular major then that
determines whether the student potentially is going to have
2) to keep it streamlined, resourced and manageable, to trouble later on and should consider changing? Get to a
identify the predictors of time-on-task. In other words, where point where we identify who are the typical 4-year candi-
a 3-year degree remains appropriate - check who are the dates but they can have articulation opportunities if they
candidates coming in who typically finish in 3 years, and develop quicker, that we suggest it at the outset. (Amanda)
then stream those candidates into their 3-year programme,

All the years’ experience is NB, not only the FY of a student’s there’s an acknowledgement that modules can appear in
life. Follow through. A positive proposal in terms of extended other years, that need an augmented approach. How you
programmes is that under the current guidelines, we are stretch and manage your support and the experience across
forced to place all the developmental foundational work into different years and how well to prepare students to leave for
the first two years of the extended programme. But now the workplace, in their final years of their studies. (C Foxcroft)

In response to Amanda’s thinking - we need to be careful feel further alienated if they are allocated to develop-
about initiating systems that may further alienate/margin- mental programmes? At what point are they then part
alise students in an already-alienating environment. We of an institution that acknowledges and includes them
need inclusive strategies and to define inclusivity, with generally? In other words, what kind of institutional cul-
strategies focused on inclusivity. Most of our students ture are we imagining through these interventions? (Pam)
requiring support are black students. Would they then

NelsoN MaNdela UNiversity • traNsforMatioN iNdaba • 2022 26