The Fundani Centre for Higher Education Development (CHED), led by Director, Dr Xena Cupido, successfully hosted the 12th Annual Research Innovation in Teaching and Learning (RITAL) Conference at the Cape Town Hotel School.
This event emerged as a vital platform for educators and researchers to share insights and propel the advancement of teaching practices. Dr Najwa Norodien-Fataar, the Research Coordinator at Fundani CHED and chair of the RITAL committee, announced that the conference was supported by the University Capacity Development Grant (UCDG).
“The RITAL Conference was a resounding success, featuring an impressive 36 presentations. This year, academics from the University of the Western Cape (UWC) and the University of Cape Town (UCT) actively contributed papers, significantly increasing conference registrations. The rise in postgraduate student participation provided an invaluable opportunity for CPUT's postgraduate students to showcase their research,” Norodien-Fataar stated.
The conference was structured around the theme: Innovative Pedagogies: Embracing Diversity and Technology for Student Success. Sessions tackled crucial topics such as Digital Literacy, Technological Integration, Language and Learning, Equity, Decolonization and Social Justice, Teacher Training and Professional Development, and Student Success and Retention. Keynote speaker Prof Joanne Hardman, a psychologist at the UCT School of Education and Deputy Director, delivered an impactful message on the necessity of cultivating meaningful pedagogy that encourages students to engage in metacognitive thinking about their acquired knowledge. “We must seriously reconsider our teaching model to ensure it acknowledges the socially embedded nature of teaching. Children do not leave their lives at the door; they bring their experiences with them,” Hardman asserted.
Hardman presented a compelling dialectical model of pedagogy that confronts the challenge of developing effective teaching approaches to foster metacognitive thinking and successful learning outcomes. Drawing on Marxian psychology, she highlighted how social beings shape consciousness, emphasizing that learning progresses from external (inter-psychological) interactions to internalized (intra-psychological) understanding. “This model integrates the Zone of Proximal Development (ZPD), where language mediates learning and is guided by a culturally competent individual, transitioning from abstract to concrete knowledge. Inspired by Hedegaard’s Radical-Local Pedagogy, we must connect general concepts with meaningful, situational problems to effectively engage students,” Hardman observed.
She emphasised that the model effectively fosters interactive learning and enhances critical reasoning through exploratory talk, highlighting the significance of this pedagogical approach for meaningful and collaborative experiences.
Norodien-Fataar further announced that Paradigms is moving forward with its application for accreditation with the Department of Higher Education and Training. This accreditation is contingent upon the journal's consistent publication for three consecutive years without interruption. “Achieving this significant milestone depends on the unwavering support and participation of our academic community,” she emphasised.
To ensure success, Norodien-Fataar called on the researchers, comprising over 70 academics from CPUT and UWC, to actively support this initiative by submitting their research articles to Paradigms. She reinforced that this journal is a peer-reviewed platform, guaranteeing that all contributions are meticulously evaluated for quality and academic integrity. “Additionally, Paradigms benefits from the insights of a professional editor, ensuring that your work is presented in the best possible manner,” she concluded.
Written by Aphiwe Boyce
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