Higher Teaching and Learning for Alternative Futures

1. Front Matter

   Pages i-xviii

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2. Cultivating Praxis: On The Convergence of Our Distinctive Post-Critical Narratives (Who Are We?)

   • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

   Pages 1-16

3. Higher Education and Poststructuralism: Moving Beyond Interpretation

   • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

   Pages 17-29

4. The University as a Space for Intellectual Pursuits and Critique

   • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

   Pages 31-39

5. The University and Democratic Reimagining

   • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

   Pages 41-49

6. The University, Power and Social Change Towards a Period of Post-Massification

   • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

   Pages 51-71

7. The University and the Presence of Educational Nihilism

   • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

   Pages 73-79

8. The University, Curriculum, and Social Reality

   • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

   Pages 81-88

9. The University and Political Pluralism

   • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

   Pages 89-95

10. The University and the Experience of Risk

    • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

    Pages 97-106

11. Reclaiming Empowerment at the University: Professors and Students Are the University

    • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

    Pages 107-118

12. Coda: Higher Education under Reconsideration—Conversations about Critical Praxis

    • Yusef Waghid, Faiq Waghid, Judith Terblanche, Zayd Waghid

    Pages 119-132

13. Back Matter

    Pages 133-154

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This book analyses the narratives of four academics who consider themselves post-structuralist. Grounded in the work of major thinkers in post-structuralism, these narratives reflect on higher education as a community of scholars without community. The authors highlight what specifically motivates their pedagogical affirmations and orientations, analyse why they are concerned with social justice education, and what they envisage the alternative futures of higher education to be – that is, futures in which discrimination, oppression, violence and inequality are waning or have been eradicated. Through their own narratives, the authors tackle the educational matter of poststructuralist human encounters and expand upon the notion of social justice education. In doing so, they argue for higher education on the African continent as an alternative discourse that can be responsive to political, societal and environmental dystopias. 

• higher education
• critical praxis
• career conversations
• teaching and learning
• community
• social justice

• University of Stellenbosch, Department of Education Policy Studies, Stellenbosch, South Africa

  Yusef Waghid

• Centre for Innovative Learning Technology, Cape Peninsula University of Technology, Cape Town, South Africa

  Faiq Waghid

• Department of Accounting, University of the Western Cape, Bellville, South Africa

  Judith Terblanche

• Faculty of Education, Cape Peninsula University of Technology, Cape Town, South Africa

  Zayd Waghid

Yusef Waghid is Distinguished Professor of Philosophy of Education in the Department of Education Policy Studies at Stellenbosch University, South Africa. He is Editor-in-Chief of South African Journal of Higher Education and Principal Editor of Citizenship Teaching and Learning. 

Faiq Waghid is Lecturer at the Cape Peninsula University of Technology, South Africa. His research interest includes the use of participatory action research towards improving teaching and learning practices, augmented through the use of educational technologies. 

Judith Terblanche is a chartered accountant and Senior Lecturer in the Department of Accounting at the University of the Western Cape, South Africa. She is also a PhD student at Stellenbosch University, South Africa.

Zayd Waghid is Senior Lecturer in the Faculty of Education at the Cape Peninsula University of Technology in Mowbray, Cape Town. He is the recipient of three teaching excellence awards at the Cape Peninsula University of Technology and has published widely in the field of teacher education and social justice.

Policies and ethics