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Table of Contents
Intro
Title: Transforming Teaching and Learning Experiences for Helping Professions in Higher Education
Prelims
Contents
Foreword: Who Is to Educate the Educator?
Figures and Tables
Notes on Contributors
Introduction
PART 1: Theoretical Frameworks UnderlyingTeaching and Learning
Chapter01: Cultural-Historical Activity Theory and Dialecticsfor a Transformative Agency Agenda in HigherEducation
1 Introduction
2 The Controversial Issue of Academic D
3 An Activity-Theoretical Perspective o
4 The Participatory Analysis of the Essa
4.1 Descriptions of the Features of the
4.2 Descriptions of Psychophysiological
4.2.1 Vicious Circles of Mental and Emot
4.2.2 Morally Charged Feelings
4.2.3 Pride and Bravery
4.3 Descriptions of Involvement of Othe
4.4 Descriptions of Learning Outcomes i
4.4.1 Engagement in Considerable Strain
4.4.2 Widening and Deepening One's Own K
4.4.3 Identification of Essential Links
4.4.4 Acquired Abilities to Face Difficu
5 Discussion and Conclusion
Acknowledgements
References
Chapter02: Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation
1 Introduction
2 Rationale
3 Some Initial Examples
4 What Would a Decolonial Methodology Lo
5 Developing and Sustaining a Radical B
6 My Decolonial Turn: Part 1
7 My Decolonial Turn: Part 2
8 Sustaining Radical Black Feminist and
9 Centering Excluded Voices: Life Sustai
10 Decolonial Methodology Example
11 Promising Outcomes
Acknowledgements
Note
References
Chapter 03: Vygotsky Meets Freud
1 Introduction and Background
2 Freudian and Vygotskian Psychology in
3 Method
3.1 Introducing CHAT as an Analytical To
3.2 The Case Study
3.3 The CHAT Application to the Psychoa.
3.4 The Student Therapist's Clinical Ob
4 Object Relations, Transference and Cou
4.1 CHAT Analysis of This Case
4.2 Trauma, Consciousness and Speech
4.3 Psychotherapeutic Tools
4.4 The Community/the Social Environment
4.5 The Object-Oriented Activity
4.6 Contradictions and Historicity
5 Conclusion
Acknowledgement
References
PART 2: Narratives of Students in Higher Education
Chaptert 04: The Perceptions of Speech Language Pathology
1 Background
2 Method
3 Results and Discussion
4 Demographic Variables
4.1 Students
4.2 Clinical Educators
5 Intercultural Communication
5.1 Survey
5.2 Thematic Analysis
6 Barriers
6.1 Language Proficiency
6.2 Culturally Insensitive
6.2.1 Allocation of Clients
6.2.2 Insensitivity
6.2.3 Cultural Differences
7 Facilitators
7.1 Culturally Responsive
8 Conclusions
References
Chapter 05: Culture and Gender Dimensions on EducationalPursuit in Higher Educational Institutions
1 Introduction
2 Gender Disparity and Access to Formal
3 Methodology
4 Analysis of Findings
5 Conclusion
References
Chapter 06: E-learning and Intercultural Online Education Pre- and Post-Covid-19
1 Introduction
2 Decolonization of SLP Curriculum in N
2.1 Historical Background on SLP
3 Towards a Decolonization of SLP Curric
4 E-learning and Intercultural Online E
4.1 Challenges of E-learning in Post-Cov
5 Conclusion
References
Chapter 07: University Teaching under Pandemic Contexts andBeyond
1 Introduction
2 Contexts and Data
3 Undergraduate Economics Education and
3.1 Undergraduate Economics Education i
3.2 Teaching Economics to Undergraduates
4 Theoretical Foundations for Teaching
4.1 Teaching beyond Mainstream Economic
4.2 Beyond the "Chalk and Talk" Mode of.
4.3 Culturally Responsive Differentiate
4.4 Assessment in Undergraduate Economic
5 Implications
6 Conclusions
References
PART 3: Teaching and Learning Strategies
Chapter 08: Creating Community-Based Clinical Experiences inCommunication Sciences and Disorders
1 Introduction
2 What Is Design Thinking?
3 What Does the Design Thinking Process
4 How Can Design Thinking Work in CSD?
5 Design Thinking in Action: An Example
5.1 Inspiration: Empathetic Understandi
5.2 Description of Clinician End-User
5.3 Empathetic Description of the Proble
5.4 Ideation: Possible (and "Not-so-Poss
6 Implementation
7 Discussion
Acknowledgements
Note
References
Chapter 09: Forces against Decoloniality in Higher Education
1 Introduction
2 Methods
3 Findings
4 Decentring Knowledge from the Global N
5 Application of Pedagogically Sound Th
6 Encouraging Student's Active Engageme
7 Guiding Students to Be Contextually Re
8 The High Levels of Preparation Needed
9 Lack of Buy-in by Colleagues
10 Discussion
11 Conclusion
Note
References
Appendix A: Questionnaire
Chapter 10: Freiform
1 Introduction
2 Development Process of the Freiform Pr
3 Vision and Principles
3.1 Vision
3.2 Principle of Collaboration
3.3 Principles of Self-Organization and
3.4 Principles of Process-Orientation
3.5 Principle of Networking and Knowledg
4 The Freiform Community
4.1 Knowledge Acquisition and Profession
4.2 Organization Model
5 Enabling Spaces: Where Learning Is Tak
5.1 Research Lab
5.2 Case Work
5.3 Marketplace
5.4 Critical Discourse
5.5 Annual Workshop
5.6 Project Teams: Interest-Led, Collabo
5.7 Digital Platform: Collaborate Online
5.8 Knowledge Pool: Laying Tracks for S
5.9 Co-Working Spaces.
5.10 Circles and Organizational Teams as
6 Curricular Foundations
6.1 Competency Development in the Freifo
6.2 Portfolio Process and Evaluation Con
6.3 Portfolio Process
6.4 Evaluating the Practical Skills
6.5 Applying Theory onto a Practice Case
6.6 Bachelor Thesis
6.7 Individual Portfolio
6.8 Activities in the Enabling Spaces
6.9 Evaluation through Feedback
7 Field Report from a Student5
7.1 Studying in the Freiform
8 First Results from the Scientific Eval
8.1 Field of Tension between Free and Fo
8.2 Structures
8.3 Communication
8.4 Trainings
Notes
References
Chapter 11: Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices
1 Introduction
1.1 Chapter Overview
2 Literacy
2.1 Occupational Therapy Practice Litera
2.2 Decoding Professional Genre Features
3 Translanguaging as a Pedagogic Strateg
3.1 The Case
4 Discussion
5 Conclusion
Acknowledgements
References
Chapter 12: Rethinking Language and Assessment in a HigherEducation Institution
1 Introduction
2 Background to the Study
3 The Assessment of Students Work
4 Research Methodology
5 Analysis of Data
6 Conclusion
7 Recommendations
Note
References
Chapter 13: Reflection Skills in Social Work
1 Introduction
2 Reflecting on the Role of Reflection i
3 Meso Practice and the Importance of T
4 Summay of Methodology
5 Results and Discussion
5.1 Thinking about Reflexivity
6 Keeping a Diary: Students' Strategic
7 Journaling for Reflexivity in Meso Pra
8 Conclusion
References
Chapter 14: An Exploration of Decolonial Transdisciplinary Curriculum Change in Higher Education
1 Introduction
2 Understanding the Social Problem
3 Institutional Change.
4 Doctors Pathologise, Teachers Hold a
5 The Transdisciplinary Case of Disabil
6 Covid-19
7 Transdisciplinary Engagement Disabilit
8 Student Practice Project as a Learning
9 Unpacking Key Concepts across Discipli
10 ICF WHO
11 Engagement with the Students
11.1 Harsha
11.2 Adheesh
12 Writing Together: Transdisciplinary C
13 Our Theory of Change: Work in Progres
14 Reflections: Where We Are Now
References
Chapter 15: Decolonising the Curriculum at Unisa
1 Introduction
2 Unisa Context
3 A Case of an Anthropology Module
3.1 The Content
3.2 The Activities/Assessments
3.3 Activity 1
3.3.1 Online Activity
3.4 Activity 4
3.4.1 Marking Each Other's Proposals
3.5 Activity 5: Portfolio and Reflection
3.6 Curriculum Transformation
4 Conclusion
Notes
References
Chapter 16: Theorising Being and Becoming Collective andReflexive Helping Professionals
1 Introduction
2 CHAT - From Individual Action to Colle
3 Reflect and Be(come) Reflexive Academ
3.1 Case Study 1: Collaborative and Col
3.2 Tension (Subject - Tool - Subject)
3.3 Tension (Rules - Subject - Community
3.4 Tension (Community - Object - Divis
3.5 Case Study 2: Collaborative and Col
3.6 Tension (Rule - Community - Subject)
3.7 Tension (Division of Labour - Commun
3.8 Tension (Tools - Subject - Objective
4 Concluding Remarks
5 A Call to Action
References.
Title: Transforming Teaching and Learning Experiences for Helping Professions in Higher Education
Prelims
Contents
Foreword: Who Is to Educate the Educator?
Figures and Tables
Notes on Contributors
Introduction
PART 1: Theoretical Frameworks UnderlyingTeaching and Learning
Chapter01: Cultural-Historical Activity Theory and Dialecticsfor a Transformative Agency Agenda in HigherEducation
1 Introduction
2 The Controversial Issue of Academic D
3 An Activity-Theoretical Perspective o
4 The Participatory Analysis of the Essa
4.1 Descriptions of the Features of the
4.2 Descriptions of Psychophysiological
4.2.1 Vicious Circles of Mental and Emot
4.2.2 Morally Charged Feelings
4.2.3 Pride and Bravery
4.3 Descriptions of Involvement of Othe
4.4 Descriptions of Learning Outcomes i
4.4.1 Engagement in Considerable Strain
4.4.2 Widening and Deepening One's Own K
4.4.3 Identification of Essential Links
4.4.4 Acquired Abilities to Face Difficu
5 Discussion and Conclusion
Acknowledgements
References
Chapter02: Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation
1 Introduction
2 Rationale
3 Some Initial Examples
4 What Would a Decolonial Methodology Lo
5 Developing and Sustaining a Radical B
6 My Decolonial Turn: Part 1
7 My Decolonial Turn: Part 2
8 Sustaining Radical Black Feminist and
9 Centering Excluded Voices: Life Sustai
10 Decolonial Methodology Example
11 Promising Outcomes
Acknowledgements
Note
References
Chapter 03: Vygotsky Meets Freud
1 Introduction and Background
2 Freudian and Vygotskian Psychology in
3 Method
3.1 Introducing CHAT as an Analytical To
3.2 The Case Study
3.3 The CHAT Application to the Psychoa.
3.4 The Student Therapist's Clinical Ob
4 Object Relations, Transference and Cou
4.1 CHAT Analysis of This Case
4.2 Trauma, Consciousness and Speech
4.3 Psychotherapeutic Tools
4.4 The Community/the Social Environment
4.5 The Object-Oriented Activity
4.6 Contradictions and Historicity
5 Conclusion
Acknowledgement
References
PART 2: Narratives of Students in Higher Education
Chaptert 04: The Perceptions of Speech Language Pathology
1 Background
2 Method
3 Results and Discussion
4 Demographic Variables
4.1 Students
4.2 Clinical Educators
5 Intercultural Communication
5.1 Survey
5.2 Thematic Analysis
6 Barriers
6.1 Language Proficiency
6.2 Culturally Insensitive
6.2.1 Allocation of Clients
6.2.2 Insensitivity
6.2.3 Cultural Differences
7 Facilitators
7.1 Culturally Responsive
8 Conclusions
References
Chapter 05: Culture and Gender Dimensions on EducationalPursuit in Higher Educational Institutions
1 Introduction
2 Gender Disparity and Access to Formal
3 Methodology
4 Analysis of Findings
5 Conclusion
References
Chapter 06: E-learning and Intercultural Online Education Pre- and Post-Covid-19
1 Introduction
2 Decolonization of SLP Curriculum in N
2.1 Historical Background on SLP
3 Towards a Decolonization of SLP Curric
4 E-learning and Intercultural Online E
4.1 Challenges of E-learning in Post-Cov
5 Conclusion
References
Chapter 07: University Teaching under Pandemic Contexts andBeyond
1 Introduction
2 Contexts and Data
3 Undergraduate Economics Education and
3.1 Undergraduate Economics Education i
3.2 Teaching Economics to Undergraduates
4 Theoretical Foundations for Teaching
4.1 Teaching beyond Mainstream Economic
4.2 Beyond the "Chalk and Talk" Mode of.
4.3 Culturally Responsive Differentiate
4.4 Assessment in Undergraduate Economic
5 Implications
6 Conclusions
References
PART 3: Teaching and Learning Strategies
Chapter 08: Creating Community-Based Clinical Experiences inCommunication Sciences and Disorders
1 Introduction
2 What Is Design Thinking?
3 What Does the Design Thinking Process
4 How Can Design Thinking Work in CSD?
5 Design Thinking in Action: An Example
5.1 Inspiration: Empathetic Understandi
5.2 Description of Clinician End-User
5.3 Empathetic Description of the Proble
5.4 Ideation: Possible (and "Not-so-Poss
6 Implementation
7 Discussion
Acknowledgements
Note
References
Chapter 09: Forces against Decoloniality in Higher Education
1 Introduction
2 Methods
3 Findings
4 Decentring Knowledge from the Global N
5 Application of Pedagogically Sound Th
6 Encouraging Student's Active Engageme
7 Guiding Students to Be Contextually Re
8 The High Levels of Preparation Needed
9 Lack of Buy-in by Colleagues
10 Discussion
11 Conclusion
Note
References
Appendix A: Questionnaire
Chapter 10: Freiform
1 Introduction
2 Development Process of the Freiform Pr
3 Vision and Principles
3.1 Vision
3.2 Principle of Collaboration
3.3 Principles of Self-Organization and
3.4 Principles of Process-Orientation
3.5 Principle of Networking and Knowledg
4 The Freiform Community
4.1 Knowledge Acquisition and Profession
4.2 Organization Model
5 Enabling Spaces: Where Learning Is Tak
5.1 Research Lab
5.2 Case Work
5.3 Marketplace
5.4 Critical Discourse
5.5 Annual Workshop
5.6 Project Teams: Interest-Led, Collabo
5.7 Digital Platform: Collaborate Online
5.8 Knowledge Pool: Laying Tracks for S
5.9 Co-Working Spaces.
5.10 Circles and Organizational Teams as
6 Curricular Foundations
6.1 Competency Development in the Freifo
6.2 Portfolio Process and Evaluation Con
6.3 Portfolio Process
6.4 Evaluating the Practical Skills
6.5 Applying Theory onto a Practice Case
6.6 Bachelor Thesis
6.7 Individual Portfolio
6.8 Activities in the Enabling Spaces
6.9 Evaluation through Feedback
7 Field Report from a Student5
7.1 Studying in the Freiform
8 First Results from the Scientific Eval
8.1 Field of Tension between Free and Fo
8.2 Structures
8.3 Communication
8.4 Trainings
Notes
References
Chapter 11: Making Implicit Occupational Therapy Curriculum Expectations Explicit and Using Translanguaging to Navigate Literacy Practices
1 Introduction
1.1 Chapter Overview
2 Literacy
2.1 Occupational Therapy Practice Litera
2.2 Decoding Professional Genre Features
3 Translanguaging as a Pedagogic Strateg
3.1 The Case
4 Discussion
5 Conclusion
Acknowledgements
References
Chapter 12: Rethinking Language and Assessment in a HigherEducation Institution
1 Introduction
2 Background to the Study
3 The Assessment of Students Work
4 Research Methodology
5 Analysis of Data
6 Conclusion
7 Recommendations
Note
References
Chapter 13: Reflection Skills in Social Work
1 Introduction
2 Reflecting on the Role of Reflection i
3 Meso Practice and the Importance of T
4 Summay of Methodology
5 Results and Discussion
5.1 Thinking about Reflexivity
6 Keeping a Diary: Students' Strategic
7 Journaling for Reflexivity in Meso Pra
8 Conclusion
References
Chapter 14: An Exploration of Decolonial Transdisciplinary Curriculum Change in Higher Education
1 Introduction
2 Understanding the Social Problem
3 Institutional Change.
4 Doctors Pathologise, Teachers Hold a
5 The Transdisciplinary Case of Disabil
6 Covid-19
7 Transdisciplinary Engagement Disabilit
8 Student Practice Project as a Learning
9 Unpacking Key Concepts across Discipli
10 ICF WHO
11 Engagement with the Students
11.1 Harsha
11.2 Adheesh
12 Writing Together: Transdisciplinary C
13 Our Theory of Change: Work in Progres
14 Reflections: Where We Are Now
References
Chapter 15: Decolonising the Curriculum at Unisa
1 Introduction
2 Unisa Context
3 A Case of an Anthropology Module
3.1 The Content
3.2 The Activities/Assessments
3.3 Activity 1
3.3.1 Online Activity
3.4 Activity 4
3.4.1 Marking Each Other's Proposals
3.5 Activity 5: Portfolio and Reflection
3.6 Curriculum Transformation
4 Conclusion
Notes
References
Chapter 16: Theorising Being and Becoming Collective andReflexive Helping Professionals
1 Introduction
2 CHAT - From Individual Action to Colle
3 Reflect and Be(come) Reflexive Academ
3.1 Case Study 1: Collaborative and Col
3.2 Tension (Subject - Tool - Subject)
3.3 Tension (Rules - Subject - Community
3.4 Tension (Community - Object - Divis
3.5 Case Study 2: Collaborative and Col
3.6 Tension (Rule - Community - Subject)
3.7 Tension (Division of Labour - Commun
3.8 Tension (Tools - Subject - Objective
4 Concluding Remarks
5 A Call to Action
References.