Professionalisation of Students with Disabilities into the Teaching Profession in South African Higher Education : : Affordances and Challenges / / Sibonokuhle Ndlovu.

• Superior document: African Higher Education: Developments and Perspectives ; 17
• VerfasserIn: Ndlovu, Sibonokuhle,
• Place / Publishing House: Leiden ;, Boston : : Brill,, 2024.; ©2024
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Series: African Higher Education: Developments and Perspectives ; 17; Educational Research E-Books Online, Collection 2023.
• Physical Description: 1 online resource (181 pages)

To solve the global challenges of the present society, contemporary scholarship requires that all diverse social groups are included in knowledge production through education. Professionalisation is one way in which diverse social groups can engage in knowledge production in higher education. While...

Table of Contents

• Intro
• Contents
• Preface
• Acknowledgements
• About the Author
• Introduction
• 1. Disability and Continued Exclusion in the Global South
• 1 Introduction
• 2 The Global Perspective of Exclusion of Students with Disabilities in Higher Education
• 3 Exclusion of Students with Disabilities in South African Higher Education
• 4 Education of Students with Disabilities: From Pre- to Post-Apartheid South Africa
• 5 Exclusion of Students with Disabilities during the COVID-19 Pandemic
• 6 Positionality of Author
• References
• 2. The History of Professions
• 1 Introduction
• 2 What Is a Profession?
• 3 Professions and Colonialism
• 4 Professions and Knowledge Monopoly
• 5 Professions, Gender and Social Class
• 6 Professions, Ethics and Moral Principle
• 7 Professions and Professional Bodies
• 8 Professions and Change
• 9 Professions and Disability
• 10 Contestation of a Profession in Contemporary South Africa
• References
• 3. Educate a Teacher, Educate a Nation! The Professional Programme of Education
• 1 Introduction
• 2 The History of the Education Programme in South Africa
• 3 Shortage of Teachers in South Africa
• 4 Contestation of Education as a Professional Programme
• 5 Professional Knowledge
• 6 Professional Knowledge in Education
• 7 Disciplinary/Subject Matter Knowledge
• 8 Pedagogical Knowledge
• 9 Situational Knowledge
• 10 Fundamental Knowledge
• 11 Practical Knowledge
• 12 Critique of Professional Knowledge for Education
• 13 Professionalisation as a Concept and a Process
• References
• 4. Policy and Exclusion of Students with Disabilities in Higher Education
• 1 Introduction
• 2 The Convention on the Rights of Persons with Disabilities and Disability Inclusion
• 3 Steps in the Right Direction: Starting from the Constitution and Legislation
• 3.1 Policies of Inclusion.
• 3.2 Inclusive Education Policy
• 3.3 National Disability Policy in Higher Education
• 3.4 Institutional Disability Policy
• 4 Politics of Policy: Disjuncture between Policy, Practice and Implementation
• References
• 5. Inclusive Education and Teacher Education in South Africa
• 1 Introduction
• 2 Perspectives on Inclusive Education
• 3 Inclusive Education in Schools
• 4 Inclusive Education Programme in Initial Teacher Education
• 5 Students with Disabilities and Inclusive Education at the Institution
• 6 Decolonisation of Inclusive Education
• References
• 6. Socialisation into the Teaching Profession: Teachers Who Look for Other Jobs While They Teach!
• 1 Introduction
• 2 Socialisation into the Teaching Profession
• 3 Socialisation as Part of Professionalisation into the Profession
• 4 A Teacher in the Classroom Looking for Another Job!
• 5 Socialisation, Teacher Identity and Accountability
• 6 Lack of Teacher Professionalism and Accountability
• 7 Dynamism of the Socialisation Process
• 8 Socialisation in Higher Education
• 9 Socialisation at the Settings for Integrated Learning
• 10 Socialisation of Students with Disabilities into the Teaching Profession
• 11 Socialisation and African Indigenous Knowledge
• References
• 7. Theoretical Framework: Decolonial Theories
• 1 Introduction
• 2 Coloniality of Being
• 3 Coloniality of Power
• 4 Coloniality of Knowledge
• 5 Decolonisation
• 6 Decolonisation of Disability
• 7 Decolonisation of Disability Support Services in Higher Education Institutions
• 8 The Decolonisation Project
• 9 Critical Disability Studies as a Complimentary Theory
• 10 Proponents of the Critical Disability Studies
• 11 Critical Disability Studies and Critique of Mainstream Disability Conception
• 12 CDS and Power Dynamics in the Global South.
• 13 Critical Disability Studies and Critique of Human Rights
• 14 CDS and Shifting from the Dominant Eurocentric View of Disability
• 15 Critical Disability Studies and Intersectionality
• 16 Critical Disability Studies and Ableism
• 17 Systematic Ableism
• 18 Institutional Ableism
• 19 Ableist Micro-Aggression
• 20 'Two Eyes Are Better Than One!'
• References
• 8. Professionalisation into the Teaching Profession: Experiences of Students with Disabilities
• 1 Introduction
• 2 Opportunities for the Professionalisation of Students with Disabilities
• 2.1 Funding Support
• 2.2 Access to the Built Environment
• 2.3 Classroom Teaching and Learning
• 2.4 Attitudes towards Students with Disabilities at the Institution
• 2.5 Accommodations for Students with Disabilities
• 2.6 Access Services
• 2.7 Provision of Transport for Students with Disabilities
• 2.8 Opportunity for Acquisition of Theoretical Knowledge
• 3 Limiting Professionalisation of Students with Disabilities
• 4 Participation in Policy at the Institutional Level
• 5 Institutional Transformation
• References
• 9. Professionalisation of Students with Disabilities at the Integrated Settings of Learning
• 1 Introduction
• 2 Opportunities for Acquiring Practical Knowledge and Application
• 3 Conducive Environment in Mainstream Schools
• 4 Teaching Practice during Teaching Experience
• 4.1 Transport to the Integrated Settings for Learning
• 4.2 The Built Environment in Mainstream Schools
• 4.3 Support at the Integrated Settings for Learning
• 4.4 Attitudes at the Integrated Settings for Learning
• 4.5 Teaching Materials in Mainstream Schools
• 5 Critique of Professionalisation at Settings for Integrated Learning
• 6 Intersectionality and Professionalisation
• 7 Graduating into the Teaching Profession at the Institution
• References.
• 10. Then Came COVID-19 - Impact of the Pandemic on Professionalisation
• 1 Introduction
• 2 Response to the COVID-19 Pandemic in South African Higher Education
• 3 Exclusion of Students with Disabilities in Learning during the COVID-19 Pandemic
• 4 Experiences of Professionalising Students with Disabilities during the COVID-19 Pandemic
• 4.1 Professionalisation of Students with Disabilities Using Online Platforms
• 5 Institutional Support
• 6 Inequitable Access to Pedagogy and Perpetuation of Inequalities during the COVID-19 Pandemic
• 7 Critique of Professionalisation of Students with Disabilities during the COVID-19 Pandemic
• 7.1 Limited Mediation during the COVID-19 Pandemic
• 8 Ableist Micro-Aggressions towards Students with Disabilities
• 9 Interplay of Intersectionality in Professionalisation
• References
• 11. Putting Heads Together for Solutions: The Way Forward
• 1 Introduction
• 2 Nothing about Us without Us1: Systemic Transformation
• 2.1 Proposition for Improvement in Understanding Disability
• 2.2 Proposition for Improvement of the Built Environment
• 3 Proposition for Transformation by Advocacy at the Institution
• 4 Proposition for Improvement in the 'New Normal' by the Academics
• 4.1 Mediation of Knowledge
• 4.2 Visibility of Students with Disabilities
• 5 Propositions for Improvement: 'Hospitality of Ideas'
• 6 Proposition for Hybridity: Policy Issues and Learning from the UK
• 7 Decolonisation of the Process of Professionalisation
• 8 Professionalisation into the Teaching Profession: Lessons from Germany
• 9 Learning from Germany to Improve Inclusive Education in Teacher Education
• 10 Universal Design in Learning: Lessons from America
• 11 Conclusion
• Note
• References
• Index.