University Education, Controversy and Democratic Citizenship

Foreword
Preface
	References
Contents
Notes on Contributors
1: Controversy and the Public Sphere: In Defence of Pluralist Deliberation
	Introduction
	On the Downfall of the Public University
	On the Significance of Critical-Rational Debate to Address Controversy
	Public Deliberation and Cultural Pluralism in the University
	Towards a Conclusion: Cultivating a Practice of Teaching Students to Think Controversially
	References
2: Reconceiving a World Around Our Bodies: Universities, Gender-Based Violence, and Social Justice
	Introduction
	Making Sense of Gender-Based Violence
	GBV: Disguised and (Il)legitimised as Culture
	Shame, Silence and Under-Reporting
	Universities as Unsafe Public Spheres
	An Issue of Social Justice in the Public Sphere
	References
3: Violent Pedagogy? Critical Pedagogical Self-Reflection in the Midst of Engaging the Silencing Effects of Gender-Based Violence Within the Context of Higher Education
	Introduction
	Considering the Broader South African Contextual GBV Landscape
	2019 #SilentProtest at UKZN
	Embedding Protest in Pedagogy: Theoretical Underpinnings Informing the Inclusion of Protest as Part of the Pedagogical Process
	Preliminary Pedagogical Insights Gained from Critical Pedagogical Self-Reflection
		The Problem of Performing Pain
		Finding a Vocabulary to Name Experiences of Violence
		Countering a “Violent Culture” by Creating Safe Spaces and Communities of Solidarity
		Theoretical Scaffolding for Social Action
	Some Concluding Thoughts
	References
4: Re-posturing the African University for Social Justice in Light of Increasing Violence
	Introduction
	State of the University in Africa
	Education Aims and Just Pedagogies
		The Civic Aim of the University
		Freirean Education for Transformation
		Non-scripted Education
	Detachment for Relevance and Competitiveness
		Education Funding and Management
	Re-conceptualising the Ends of Pedagogy
		Confronting Structures of Gender Violence
		Centring Critical Dialogue
	Facing the Future
	Conclusion
	References
5: Re-examining Instances of Cognitive Damage in South African Universities: Invoking Democratic Action Through Educational Technology
	Introduction
	Instances of Cognitive Damage in South African Universities
		Political Extremism
		National Determinism
		Racial Essentialism
	A Senian Account of the Universality of Value in Disrupting Causes of Cognitive Damage
	A Rancièrian Enactment of Educational Technology for the Alleviation of Cognitive Damage: In Defence of Democratic Action
	Using Educational Technology to Disrupt Instances of Cognitive Damage
	Conclusion
	References
6: Responding to the Needs of the Republic: Investigating the Democratic/Social Role of the University in Contemporary South Africa
	Introduction
	On the Issue of Violence
	Recognising the University as a Democratic/Social Actor
	The University Acting in Loco Humanus
	Ubuntu: Less of a Panacea and More of a Guide
		Deliberative Engagement
		Challenging Toxic Social Scripts
		The Performative/Symbolic Actions
		Power
	Conclusion
	References
7: Identity (Re)construction in Higher Education Spaces
	Introduction
	Problematising Identity (Re)construction in Higher Education Spaces
	Encounters of Vulnerability
	Identity (Re)construction
	Struggle for Recognition
	Conclusion
	References
8: Institutional Culture and the Lived Experience of Violence on University Campuses in South Africa
	Introduction
	University as a Product: The Ontology of the South African University
	University as Producer and Purveyor: Global Influences on the Modus Operandi
	Dimensions of Institutional Culture: “New Materialism” and the Understanding of the University as Institution and Idea
	The Lived Experience of Black “Non-traditional” Students on University Campuses
	Considerations Going Forward: How Do We Cultivate Non-violent Humanising Institutional Cultures
	Conclusion
	References
9: “Burn to Be Heard”: The  (In)dispensability of “Revolutionary” Violence in Student Protests and Responsible Citizenship in African Public Universities
	Introduction
	Theorizing Revolutionary Violence in Student Protests
	Contextual Settings of Revolutionary, Violent Student Protests in Africa
	An Overview of Violent Student Protests in African Universities
	Problematising Revolutionary Violence in Student Protests: Towards Responsible Citizenship in African Universities
	Conclusion
	References
10: On the Controversy of Democratic Citizenship and Its Implications for University Education
	Introduction
	What Is So Controversial About Democratic Citizenship?
	What Are the Implications of a Lack of Democratic Citizenry for University Education?
	University Education as Moving Towards the Light
	References
Coda: Old Wine in New Skins: Why Decolonisation May Be a Failed Project in Rising Africa
	Introduction
	The Historical Elusiveness of Decolonisation, Coloniality and Decoloniality
	Colonial Legacy and the Post-independence Trajectory
	Conceptions of University Decolonisation After Independence
	Prospects for the Decolonisation of the University in Zimbabwe
	The South African Context and Prospects for Decolonisation
	Neoliberal Globalisation and the Decolonisation Project
	Complexities of a Decolonised University
	What Could Be the Necessary Dispositions for the Decolonisation of the University?
	Concluding Remarks
	References
Index