Phumza Precious Mbobo’s Post

For the past couple of months, I’ve been working as a student assistant on the research project Mobilizing Non-Western Narratives of Friendship, Conflict, and Cooperation, led by Yuri van Hoef. This project focuses on the decolonization of university education by introducing critical and non-western narratives to the curriculum of International Relations theories. Through focus groups, I was able to talk with students about their perspectives on how to redesign university curricula through a critical lens. I had the pleasure of writing about the project’s first results for the Erasmus Student Journal of History Studies, the History Collective. In the article, I discuss why it is important to decolonize the curriculum and how it can be done successfully. Sound interesting? You can read the article on the History Collective’s website: https://lnkd.in/e3biigzv 

Teaching, as a fundamental pillar of societal development, possesses the power to shape minds and influence perspectives. In this dualistic nature, teaching can act as a mechanism that perpetuates cultural hegemony and acts as a form of resistance to prevailing power structures. Read more - https://lnkd.in/g4Fy2gc6 Submission guidelines - https://lnkd.in/gfjaqtNi

The open access version of What We Teach When We Teach DH went live this week on the Debates in DH website! Peep Alix Keener's and my chapter, "Sharing Authority in Collaborative Digital Humanities Pedagogy: Library Workers' Perspectives."

🎙️ In this episode of the Dialogue on Teaching, the Rev. Dr. Kenyatta R. Gilbert discusses what it has meant to transition from the classroom to administration and what's at stake in an age of so much pressure on theological education. https://bit.ly/3GoNeWv

Universiteternes hellige grale til diskussion. Relevant læsning, nu hvor mange kandidatuddannelser snart skal prioritere hvad der er vigtigst at nå på de 1 1/4 årige kandidatforløb! See our new special issue: “Critiquing the Sacred and the Profane in Higher Education.” With distinguished peers in Norway and UK I have guest edited this special issue. Using the “sacred” and the “profane” as a metaphor for previous and ongoing changes, the special issue inquires into the shifting vocabularies that shape the landscape of higher education. It brings together a collection of original research articles and innovative academic writings that critically analyse “sacred” and “profane” terminologies, reflecting shifting normativities, power relations, academic priorities, and institutional practices. DOI: https://lnkd.in/dWTHmY3k Published: 2024-05-09

"Entrepreneurial Engagement of Faculty in Higher Educational Institutions: A Review of Literature 2011–2023" has been published in PARADIGM, Volume 27, Issue 2, Pages111-238. https://lnkd.in/gGgqGpk3

In the reaction video to Sabine Hossenfelder's Academic Woes, Rahul Samaranayake and I discuss the implicit and explicit rules of academia, ways of science funding, how to stimulate individual merits and collaborative behaviors, the intrinsic value of education, affirmative actions, and many other important topics. 👇 https://lnkd.in/eNUx55hE

My review of an important book on Cooperative Learning.

Looking for ways to reimagine literacy in 6th or 9th grade? Check out HAC 👇🏽

In Issue 9 of The Academic Advisor, we look at a variety of key issues that can impact educational institutions. Read the latest. https://ow.ly/Xcno50Q5f2i