Page 33 - Transformation Indaba Report

Agreement that we shouldn’t stigmatise students or en- parental role (= a gap) where we provide structured study
trench marginalization any further. Another possible solution time e.g. for the student managing a child-led house-
(from Thuthuka Prog): “Wraparound support” provided each hold, but the initiative is very time-consuming. Strong
year includes personal development and provides a vital mentoring aspect to the Thuthuka Programme. (Amanda)

Referring to an old argument found in academic develop- curriculum framework, the “who” is in the centre. Who is
ment - where lecturers say that “we are prepared with the learner coming in? Who am I as an academic having
our standards, curriculum and everything and then they this pedagogical encounter with my student? And then we
give us these students!” This begs the question: what is mediate and negotiate that space to ensure that every-
the kind of student that we as lecturers are expecting? thing we do would enable our students to succeed. Therefore,
We know the SA situation. When we think about remedial needs an inclusive approach. Let’s interrogate who we are
programmes, we have an assumption that HE is a perfect as an institution so we can meet our students where they are
place and not looking into what we need to do to mediate and move with them onward. (M Moeng)
learning in the classroom? Example: when we consider the

In terms of making isiXhosa the primary language of
instruction could potentially drive massive curriculum “Historically, world-wide, very few
universities that commit suicide in terms
change, opening up access to those who use isiXhosa as
of its dominant epistemology actually survive.
a first language. Question: will this then fall in the
They encounter immense difficulty, especially
Prof Soudien’s category of committing suicide for an financial” – Prof Crain Soudien
institution? (Nicole)

Meeting the student where they’re at and helping academ- to this widening gap? Is the existing framework of a uni-
ics to understand who the student is. How do we close that versity with minimum time of ¾ years or notional learning
gap of where the student is at and where we want them to hours still relevant and fit-for-purpose, given who we serve
be? And do we recognize the gap and how do we respond at the Mandela University? (Amanda)

Are we missing our connection with our students from our curriculum perspective? (C Foxcroft)

NelsoN MaNdela UNiversity • traNsforMatioN iNdaba • 2022 27