Page 17 - Transformation Report

These transformation efforts cannot be viewed in isolation without taking note of the legacy of colonialism and apartheid
and the dehumanising role these have played in higher education. Decolonising our curricula is also about recognising and
acknowledging the existence of all forms of knowledge and their origins, including indigenous knowledge. It is only by
including and integrating these criteria into our curricula that these are included, Nelson Mandela University can lay claim to
having a vibrant, progressive, African, re-purposed, and decolonised curriculum.

A HP portal was launched (https://lt.mandela.ac.za/Humanising-Pedagogy) in 2018 and provides articles, videos and other
useful resources to stimulate thinking in the HP domain. The portal also provides for discussion forums to engage on specific
HP-related topics. HP has been included as one of the six institutional research themes.

10 Curriculum Statements

Below are the 10 Curriculum statements that were adopted in 2018 as they relate to HP and Curriculum Transformation.

Context
Context is a primary consideration as we iteratively engage in the transformation of our curricular. Context is multifaceted and
a range of aspects require consideration: Histories; Location(s); Philosophical and ideological orientations/worldviews; Values
and beliefs; Cultures and traditions; and Sustainable futures.

Transformation
Transformation at Nelson Mandela University: Embraces responsiveness to- and anticipation of- change, to ensure relevant,
continuous, and socially just learning and teaching; and Encourages open-mindedness, inclusion, fluidity, flexibility, reflected
in our values, culture, and practices.

Knowledge(s)
Committed to offering a curriculum that supports a unique educational experience informed by multiple and diverse knowledge
sources. Acknowledging the student as a knowledge source to enable co-creation through collective inquiry for the purpose of
knowledge production. Includes the principles of Decoloniality; Epistemological diversity; and Continuous review.

Curriculum
At Nelson Mandela University we embrace the concept of curriculum as more than the content of the subject. Curriculum
design, review, and renewal take into account: The contexts in which those who are learning and teaching are embedded;
The purpose of learning and teaching; Humanising pedagogies; The spaces and environment created in which learning and
teaching are optimised; and Assessment which focuses on ownership and application of knowledge(s).

Innovation
Through a continued spirit of scholarly experimentation, we strive to pioneer innovative practices and technology-enhanced
learning and teaching.

Ulwimi Inkcazo – Language Statement – Taal Stelling
Recognising that language is tied to identity and expression of humanity, is a social practice, and gives access to knowledge;
we are committed to multilingual practices that draw on linguistic resources, thereby contributing to the development of
African and global linguistic citizenship.

Language Matters - Taal Maak Saak - Ulwimi Lubalulekile

The Voice of Role Players
We are committed to optimising the voice of our role players through equitable acknowledgement of our mutual vulnerabilities
and strengths. We strive to ensure that our role players are at ease in feeling a sense of belonging, ownership, and accountability
for the facilitation of learning and teaching. Voice = input, feedback, interaction, contribution etc; Role players = students,
staff, PASS

17 TRANSFORMATION REPORT