Book review: Transforming Teaching and Learning in Higher Education: Towards a socially just pedagogy in a global context. Osman, R. & Hornsby, D.J. eds. 2017

Abstract

A book that aims to transform teaching and learning towards a socially just pedagogy in South Africa sets itself a formidable task. It promises hope in a world easily bathed in despair where contemporary global politics highlights deepening inequalities, accompanied by growing conservatism of the radical right, and seemingly insurmountable global challenges such as forced migration and threats to ecological sustainability. Resistance through protest and advocacy for social responsibility and collective transformation are therefore not surprising and dominate contemporary global media. Universities are not immune to these conflicts. They have become corporatised, neoliberal institutions, emphasising competition, individualism and marketisation, with increasingly sophisticated performance measurement metrics that continue to valorise research above teaching and learning and community engagement. South African higher education has experienced significant student protests over the last four years, most notably the #Rhodesmustfall and #Feesmustfall movements. These protests are ongoing reminders that South African higher education continues to be marked by inequality, racism, patriarchy and multiple intersecting forms of exclusion.