Book Review: Jansen, Jonathan D. (Ed.) (2019). Decolonisation in Universities: The Politics of Knowledge. Johannesburg, South Africa: Wits University Press.

Research output: Contribution to journalBook/Film/Dance Article review

Abstract

Reviewed by Vicki Trowler

In my day job as a researcher of higher education, one of the topics I have studied and written about is student engagement. Engagement of, and by, students is now universally held to be central to student success (Trowler, 2010) and all of us working in this arena grapple with ways to facilitate this. Kahu and Nelson (2018) argue that an alignment of institutional and student factors unlocks student engagement, and thus learning. Specifically, when the curriculum is aligned with students’ interests, experiences and “future selves”, students will engage on an emotional level, so learning can take place. Preparing slides ahead of an undergraduate lecture, I sit staring at my computer screen, wondering as
does every other lecturer preparing to teach, how best to make the material engaging, accessible, relevant. How do we best speak to not just the students’ past, current and “future selves”, but also their possible selves, subverting the predictions of “differential outcomes” that doom students from certain backgrounds (categorised by “race”, ethnicity, gender,
social class, disability status, geography and the other cleavages to which inequality clings persistently) to lesser attainment?
Original languageEnglish
Pages (from-to)145-148
Number of pages4
JournalJournal of Student Affairs in Africa
Volume7
Issue number2
Publication statusPublished - 10 Dec 2019

Fingerprint

book review
decolonization
politics
student
social class
learning
university teacher
ethnicity
disability
geography
curriculum

Cite this

@article{e2adf35b55c84544aa4f40a68886f461,
title = "Book Review: Jansen, Jonathan D. (Ed.) (2019). Decolonisation in Universities: The Politics of Knowledge. Johannesburg, South Africa: Wits University Press.",
abstract = "Reviewed by Vicki TrowlerIn my day job as a researcher of higher education, one of the topics I have studied and written about is student engagement. Engagement of, and by, students is now universally held to be central to student success (Trowler, 2010) and all of us working in this arena grapple with ways to facilitate this. Kahu and Nelson (2018) argue that an alignment of institutional and student factors unlocks student engagement, and thus learning. Specifically, when the curriculum is aligned with students’ interests, experiences and “future selves”, students will engage on an emotional level, so learning can take place. Preparing slides ahead of an undergraduate lecture, I sit staring at my computer screen, wondering asdoes every other lecturer preparing to teach, how best to make the material engaging, accessible, relevant. How do we best speak to not just the students’ past, current and “future selves”, but also their possible selves, subverting the predictions of “differential outcomes” that doom students from certain backgrounds (categorised by “race”, ethnicity, gender,social class, disability status, geography and the other cleavages to which inequality clings persistently) to lesser attainment?",
keywords = "decolonisation, Higher Education, curriculum, knowledge, universities, politics",
author = "Vicki Trowler",
year = "2019",
month = "12",
day = "10",
language = "English",
volume = "7",
pages = "145--148",
journal = "Journal of Student Affairs in Africa",
issn = "2311-1771",
publisher = "Universiteit Stellenbosch",
number = "2",

}

TY - JOUR

T1 - Book Review: Jansen, Jonathan D. (Ed.) (2019). Decolonisation in Universities: The Politics of Knowledge. Johannesburg, South Africa: Wits University Press.

AU - Trowler, Vicki

PY - 2019/12/10

Y1 - 2019/12/10

N2 - Reviewed by Vicki TrowlerIn my day job as a researcher of higher education, one of the topics I have studied and written about is student engagement. Engagement of, and by, students is now universally held to be central to student success (Trowler, 2010) and all of us working in this arena grapple with ways to facilitate this. Kahu and Nelson (2018) argue that an alignment of institutional and student factors unlocks student engagement, and thus learning. Specifically, when the curriculum is aligned with students’ interests, experiences and “future selves”, students will engage on an emotional level, so learning can take place. Preparing slides ahead of an undergraduate lecture, I sit staring at my computer screen, wondering asdoes every other lecturer preparing to teach, how best to make the material engaging, accessible, relevant. How do we best speak to not just the students’ past, current and “future selves”, but also their possible selves, subverting the predictions of “differential outcomes” that doom students from certain backgrounds (categorised by “race”, ethnicity, gender,social class, disability status, geography and the other cleavages to which inequality clings persistently) to lesser attainment?

AB - Reviewed by Vicki TrowlerIn my day job as a researcher of higher education, one of the topics I have studied and written about is student engagement. Engagement of, and by, students is now universally held to be central to student success (Trowler, 2010) and all of us working in this arena grapple with ways to facilitate this. Kahu and Nelson (2018) argue that an alignment of institutional and student factors unlocks student engagement, and thus learning. Specifically, when the curriculum is aligned with students’ interests, experiences and “future selves”, students will engage on an emotional level, so learning can take place. Preparing slides ahead of an undergraduate lecture, I sit staring at my computer screen, wondering asdoes every other lecturer preparing to teach, how best to make the material engaging, accessible, relevant. How do we best speak to not just the students’ past, current and “future selves”, but also their possible selves, subverting the predictions of “differential outcomes” that doom students from certain backgrounds (categorised by “race”, ethnicity, gender,social class, disability status, geography and the other cleavages to which inequality clings persistently) to lesser attainment?

KW - decolonisation

KW - Higher Education

KW - curriculum

KW - knowledge

KW - universities

KW - politics

M3 - Book/Film/Dance Article review

VL - 7

SP - 145

EP - 148

JO - Journal of Student Affairs in Africa

JF - Journal of Student Affairs in Africa

SN - 2311-1771

IS - 2

ER -