The University of Zululand successfully hosted its very first teaching and learning conference in 2016 showcasing excellence in higher education teaching and learning. Held at the Premier Hotel in Richards Bay, the conference presented an opportunity for participants to create a community of practitioners who will contribute to the body of knowledge about teaching and learning, as well as benefit from the experience of others. Conference Chairperson and former University of Zululand Director of Teaching and Learning, Dr Nontokozo Mashiya said “We seek to enhance the quality of teacher thinking and practice, and will continue to offer such opportunities for professional development, skill building, and networking in the future”. Keynote Speaker, Dr Chrissie Boughey, Rhodes University Deputy Vice-Chancellor for Academic and Student Affairs said scholarship of teaching and learning is increasingly important part of the academic role, promoted by conferences and journals. “It involves researching one’s own teaching, often aimed at making a teacher better,” said Dr Boughey.


The UNIZULU Teaching and Learning Conference Organizing Committee invites you to participate in its 2nd annual Conference scheduled to take place from 11th to 13nd October 2017 at Richards Hotel, Richardsbay.


This theme is indicative of UNIZULU’s recognition of the critical importance of national debates on Africanization and/or decolonization of the higher education – debates that have attained greater attention and significance since the 2015 Fees Must Fall movement. UNIZULU, by virtue of being a comprehensive and a historically disadvantaged higher education institution, and one whose students are predominantly Africans who come from disadvantaged backgrounds, finds it justifiable to call for conference papers that address the overarching theme of Africanization of Teaching and Learning: creativity,innovation,invention,ICT, student participation (SPECIAL CALL FOR STUDENT ABSTRACTS).


The conference organizers take the view that Africanization of teaching and learning refers to all forms of teaching and learning that take full recognition and appreciation of the African socio-economic and political and technological background of the African student. The conference, therefore, challenges participants to critically unpack and interrogate issues such as: what does it means to Africanize teaching and learning? What would be the rationale for walking on the path of the Africanization of teaching and learning?  What strategies can contribute to the Africanization of teaching and learning? Who are the actors in the Africanization of teaching and learning process? How can teaching and learning involve creativity, innovation, invention and application of ICTs such as social media and blended learning? How the UNIZULU motto ‘restructured for relevance’ does aligned to the Africanization of teaching and learning?

The conference organisers have taken a deliberate move to create special sessions devoted to university students i.e. the sessions will feature student’s paper and presentations dealing largely with teaching and learning innovation, invention and application of modern ICTs. We take note that students are either beneficiaries or victims of the teaching and learning that take place in our universities, and but the question is: How frequently do we give students spaces where they can echo  their views on matters relating to teaching and learning and showcase creativity, innovation and inventions? In a democratic society, students’ voices must not be muzzled. It is against this background that the conference invites students to articulate their views on the Africanization of teaching and learning within the theme of the conference in dedicated parallel sessions.


The 2015 Fees Must Fall movement raised concerns that some South African universities have curricula that are predominantly Western in flavour. The colonial time tendency of minimizing the entry of African issues into the university curriculum continues. So, what can be done about this? How do we handle the Africanization of the curriculum without ignoring the importance and relevance of internationalization of the curriculum? We aspire to produce graduates who are locally relevant and also globally competitive: How do we use the curriculum to achieve this noble goal?


The conference also challenges participants to explore the various teaching and learning infrastructure from the Africanization perspective. For example, do we have some teaching and learning infrastructure that work against the African student? If yes, what can be done to make such infrastructure African student friendly? Do we have innovations that have led to the creation of teaching and learning infrastructure that supports the African student effectively?


In South African universities, English is the predominant medium for teaching and learning activities. These activities take place against the background of the vast majority of the students coming from non-English-dominant backgrounds. The majority of the students therefore struggle to use English as a medium of teaching and learning. Epistemological access is severely constrained. What strategies can be employed or are being employed to address the linguistic challenges of the African students?


The scholarship of teaching and learning needs to be interrogated. Generally, Afro-centric scholars have complained about the dominance of Western theories and the reluctance to accept African theories as genuine contributors to the generation of knowledge. The conference invites participants to raise relevant issues linked to the Africanization of the scholarship of teaching and learning.


It is important to recognize the prominence that universities all over the global attach to internationalization of higher education. Some universities have designated structures and policies that seek to drive internationalization. It is against this background that the conference challenges participants to critically consider the following questions: Is it possible to Africanize teaching and learning in a university where internationalization is also being pursued? If yes, what strategies can lead to such  a situation?


The decolonization of higher education movement recognizes the importance and application of indigenous knowledge systems to societal endeavours. Colonization, apartheid and other forms of external oppression went a long way to suppress and trivialize African indigenous systems. In the post-apartheid and post-colonial African university, there is critical need to interrogate how indigenous knowledge systems can enhance/support the teaching and learning project.


The conference invites papers that address the overarching theme through any of the following broad sub-themes:

1.                   Africanization of teaching and learning: definitional and theoretical issues

2.                   Students’ perspectives on Africanization of teaching and learning

3.                   Africanization of the curriculum

4.                   Africanization and the teaching and learning infrastructure

5.                   The language factor in the Africanization of teaching and learning

6.                   Africanization of the scholarship of teaching and learning - epistemology, ontology,          methododology, application.

7.                   Africanization of teaching and learning versus internationalization of teaching learning: allies or opponents?

8.                   African Indigenous Knowledge  Systems and  teaching and learning - cultural issues, challenges

9.                   Teaching and Learning technology:    Blended learning; social media; infrastructure

10.               Teaching and learning in community – service learning, experiential learning

11.               Creativity, innovation, invention in Teaching and Learning

12.               Teaching and learning in Higher Education: transformation

13.               Multidisciplinarity, interdisciplinarity, diversity 



Submissions are invited on any topic within the themes listed above, in any one of the following formats:

·         Full Research Paper (FRP) reporting on completed research

·         Research-in-Progress (RIP) paper focusing on not yet complete research, or ideas for future research in order to generate discussion and feedback, and

·         Poster Papers (PP) enabling participants to interact on one-to-one basis with presenters and in Workshops.


Presentations of papers should not exceed 30 minutes.

At least one of the authors of qualifying papers must present the paper at the conference.

• Submission of abstracts by 15 August 2017
• Notice of acceptance by 30 August 2017
• Submission of full final papers by 15 September 2017
• Submission of full poster papers by 15 September 2017 

Submissions should include:

·         title of paper

·         name(s) of presenter(s)

·         affiliation

·         email address

·         abstract of not more than 300 words, covering: purpose of the paper, methodology, results, conclusions, recommendations/implications, keywords.

·         Final submissions should be in Times New Roman, font size 12, on A4. Length:

·         final Full Research Papers of 3000 - 5000 words (16 pages)

·         Final Research in Progress Papers of 2500-3000 words (6 pages).

·         final Poster Papers of 2000 words (3 pages).



All submissions to: Karen Enslin  - This email address is being protected from spambots. You need JavaScript enabled to view it.


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