Zayd Waghid – författare

This book examines African philosophy of education and the enactment of ubuntu justice through a massive open online course on Teaching for Change.

This book expands understanding of cosmopolitan education that has the potentialto cultivate deliberative pedagogical encounters in universities. The authorsargue that cosmopolitan education in itself is an act of engaging with strangeness,otherness, difference and inclusion/exclusion. What follows is the engenderingof inclusive human encounters in which freedom and rationality – guidedby co-operative, co-existential and oppositional acts of resistance – can be exercised.The chapters centre around the enactment of universal hospitality, unconditionalengagement, difference, intercultural learning, democratic justice andopenness to develop a robust and reflexive defence of cosmopolitan education.This book will appeal to scholars of cosmopolitan education as well as democraticand inclusive education.

This book expands understanding of cosmopolitan education that has the potentialto cultivate deliberative pedagogical encounters in universities. The authorsargue that cosmopolitan education in itself is an act of engaging with strangeness,otherness, difference and inclusion/exclusion. What follows is the engenderingof inclusive human encounters in which freedom and rationality – guidedby co-operative, co-existential and oppositional acts of resistance – can be exercised.The chapters centre around the enactment of universal hospitality, unconditionalengagement, difference, intercultural learning, democratic justice andopenness to develop a robust and reflexive defence of cosmopolitan education.This book will appeal to scholars of cosmopolitan education as well as democraticand inclusive education.

The authors highlight what specifically motivates their pedagogical affirmations and orientations, analyse why they are concerned with social justice education, and what they envisage the alternative futures of higher education to be – that is, futures in which discrimination, oppression, violence and inequality are waning or have been eradicated.

This book explores the argument to reconsider the idea of a university in light of the African ethic of ubuntu; The question can legitimately be asked: Is an ubuntu university different from an entrepreneurial university, thinking university, and ecological university?

This book explores the argument to reconsider the idea of a university in light of the African ethic of ubuntu; The question can legitimately be asked: Is an ubuntu university different from an entrepreneurial university, thinking university, and ecological university?

This edited book presents a comprehensive analysis of South Africa’s Foundation Phase (FP) Initial Teacher Education (ITE) programme, drawing on four years of longitudinal research conducted by the Global Institute for Teacher Education and Society (GITES) at Cape Peninsula University of Technology. It explores the preparedness of pre-service teachers and the programme’s capacity to produce quality educators for transformative learning. Through data gathered from two universities between 2015 and 2018, the book examines four key areas: motivations and beliefs about teaching, subject-specific pedagogical experiences in Mathematics and Language, academic and historical journeys of student teachers, and the overall quality of the ITE programme, including teaching practicum and institutional support.The book deepens the conversation around teacher education in post-apartheid South Africa. It critically engages with national ITE policies and highlights the urgent need to reconceptualise teacher preparation to meet Sustainable Development Goal 4 targets. With evidence pointing to gaps in teacher competence and the quality of instruction, this volume offers timely insights and practical recommendations for enhancing ITE programmes. It is an essential resource for policymakers, educators and researchers committed to improving the quality of teaching and learning in South African classrooms.