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Testing transgressive thinking: the 'Learning through Enlargement' initiative at UNISA

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dc.date.accessioned 2020-02-25T10:15:04Z
dc.date.available 2020-02-25T10:15:04Z
dc.date.issued 2020-02-25 en
dc.identifier.uri http://hdl.handle.net/20.500.11910/15144
dc.description.abstract To contribute to the discussion about the role, place and significance of the South African university in the country's political economy in the context of the discussion about decolonisation, the author undertakes a critical assessment of an important initiative begun at the University of South Africa (UNISA): the South African Research Chairs Initiative (SARChI) in Development Education (DE). Their purpose is to promote high-level research. Acknowledging the authors biases, as he was a founding participant of this project, he foreground the significance of the initiative while also identifying the challenges both within it and around it. The analysis is stimulated by the concern of Escobar and by the need to show how South Africans are contributing to the larger global discussion on the role of the modern university in processes of social development. en
dc.format.medium Print en
dc.publisher Wits University Press en
dc.subject DECOLONISATION en
dc.subject UNIVERSITIES en
dc.subject LEARNING THROUGH ENLARGEMENT INITIATIVE en
dc.title Testing transgressive thinking: the 'Learning through Enlargement' initiative at UNISA en
dc.type Chapter in Monograph en
dc.description.version Y en
dc.ProjectNumber N/A en
dc.BudgetYear 2019/20 en
dc.ResearchGroup Education and Skills Development en
dc.ResearchGroup Office of the CEO en
dc.SourceTitle Decolonisation in universities: the politics of knowledge en
dc.SourceTitle.Editor Jansen, J.D. en
dc.PlaceOfPublication Johannesburg en
dc.ArchiveNumber 11207 en
dc.PageNumber 136-154 en
dc.outputnumber 10325 en
dc.bibliographictitle Soudien, C. (2019) Testing transgressive thinking: the 'Learning through Enlargement' initiative at UNISA. In: Jansen, J.D. (ed).<i>Decolonisation in universities: the politics of knowledge</i>. Johannesburg: Wits University Press. 136-154. en
dc.publicationyear 2019 en
dc.contributor.author1 Soudien, C. en


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