Betwixt and between: Liminality and dissonance in developing threshold competences for research supervision in South Africa

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Conceptualising public-private partnerships for social innovation through community engagement in higher education institutions

The achievement of human social and economic development has been equated to social innovation. Innovation that focuses on the marginalised communities in South Africa becomes necessary to redress the inequalities created pre-democracy. As social institutions, higher education institutions are well positioned to deal with the challenges of the 21st century, which include poverty, unemployment and inequality, through promoting social innovation. In democratic South Africa the relationship between an institution of higher learning and the community can be viewed as a social innovation. This submission implies that one of the objectives of community engagement as a core function of universities, is to drive the social innovation agenda. The university’s contributions to community development can be viewed in terms of its ability to commit to social innovation. It is a better vehicle for understanding and creating social value in all its forms. Social innovations thrive on collaborative action involving public, private, civic organisations and the community. Community engagement provides an opportunity for higher education to address communities’ socio-economic challenges through forming partnerships that are mutually beneficial to all parties involved. Active participation of universities, communities and grassroots organisations ensures that the innovations produce social outcomes that genuinely address the needs of the communities. Higher education institutions can promote the formation of diverse cross sectoral partnerships involving communities and community-based organisations in promoting social innovation, which is a crucial driver for community development. Developing mutual trusting relationships creates a conducive environment to foster social innovations. This conceptual article will discuss how universities can promote the formation of public-private partnerships for social innovation through community engagement. Rhodes university’s community engagement division is used as a case study to inform the discussions. The practice of community engagement at Rhodes university community engagement division thrives on the formation of collaborative and mutually beneficial community-university partnerships that promote socially innovative strategies in addressing community challenges

Foregrounding a social justice agenda in economic education : critical reflections of a teacher education pedagogue

Published ArticleSocial justice as a higher education project in South Africa has been a subject of intense debate mainly at institutional level, with considerable time and energy devoted to how such projects should take shape. There is, however, a need for a more profound understanding of how such an agenda plays itself out at classroom level. By engaging a self-study methodology, I argue for how the critical spaces that comprise a teacher education pedagogy curriculum can be effectively harnessed to foreground issues of social justice. I proceed to theorise an integrated social justice model for a pedagogy curriculum by demonstrating how the social justice teacher education pedagogue, a social justice pedagogy and a social justice troubling of disciplinary knowledge is likely to shape the social justice dispositions of the imagined student teacher

Invoking posthumanist vistas: A diffractive gaze on curriculum practices and potential

Humanist discourse has assumed such an ideological normalcy to the extent that any attempts at its disruption are likely to be met with severe resistance. As such, higher education curriculum design and curriculum content continue to be largely anthropocentric, buoyed by human-centred neoliberal principles that have gradually encroached the academe. To explore ways out of the dilemma, we draw on wild pedagogy theory (Jickling 2015; Mcphie and Clarke 2015; Springgay and Zaliwska 2017; Jickling et al. 2018b) as a means to challenge the straitjacket constraints of neoliberal higher education. Over time, the wild has been banished from classrooms: the call for wild pedagogies might mean that we have reached the limits of the “tamed” ‒ and we have tamed a lot in order to offer a “one size fits all” approach to (higher) education (Jickling et al. 2018a). The tendency for higher education to teach more and more people in less and less time, has implied an understanding of teaching that is characterised by efficiency and processing, at the cost of the process of learning as a relational becoming with the world in the posthuman condition we live in (Braidotti 2019). In this article, vignettes are used to offer an account of our critical posthumanist incursions as university lecturers into curriculum practices. We use a diffractive gaze to present the generative potential of non-anthropocentric approaches as well as the struggles that these present as we strive to de-center our humanistic tendencies towards curriculum knowledge and teaching within the neoliberal space, we find ourselves

Posthumanist curriculum studies and post-schooling: Contemplations from the South

No abstract because this is an editorial&nbsp

Pneumocystis jirovecii infection of the external auditory canal

Pneumocystis jirovecii is well known to cause interstitial plasma cell pneumonia in immunocompromised patients. It has been implicated as a rare cause of infections in other anatomical sites.¹ We report a rare case of P. jirovecii infection of the external auditory canal. This was the first manifestation of a previously unknown HIV infection

Belonging, wellbeing and stress with online learning during COVID-19

Sense of belonging, perceived stress and wellbeing are reported factors that influence students’ university experience and learning. The COVID-19 pandemic and shift to online emergency remote teaching were likely to exacerbate these affective dimensions of student experience. This article employed a quantitative survey research design to determine how students’ sense of belonging, perceived stress and wellbeing were influenced during the pandemic. An online questionnaire was administered to 537 South African students at one residential university. Data analysis was performed using multiple regression analysis. The results indicated that platform pedagogy was a significant predictor of belonging, perceived stress, and wellbeing, while lecturers’ pedagogical competence was not. Lived learning experience of online learning was a significant predictor of perceived stress, and communication was a significant predictor of belonging. The importance of the learning environment in student belonging and wellbeing is key to student success and this study provides insights for developing targeted interventions

Management and outcomes of gastrointestinal congenital anomalies in low, middle and high income countries: Protocol for a multicentre, international, prospective cohort study

Introduction Congenital anomalies are the fifth leading cause of death in children <5 years of age globally, contributing an estimated half a million deaths per year. Very limited literature exists from low and middle income countries (LMICs) where most of these deaths occur. The Global PaedSurg Research Collaboration aims to undertake the first multicentre, international, prospective cohort study of a selection of common congenital anomalies comparing management and outcomes between low, middle and high income countries (HICs) globally. Methods and analysis The Global PaedSurg Research Collaboration consists of surgeons, paediatricians, anaesthetists and allied healthcare professionals involved in the surgical care of children globally. Collaborators will prospectively collect observational data on consecutive patients presenting for the first time, with one of seven common congenital anomalies (oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation and Hirschsprung''s disease). Patient recruitment will be for a minimum of 1 month from October 2018 to April 2019 with a 30-day post-primary intervention follow-up period. Anonymous data will be collected on patient demographics, clinical status, interventions and outcomes using REDCap. Collaborators will complete a survey regarding the resources and facilities for neonatal and paediatric surgery at their centre. The primary outcome is all-cause in-hospital mortality. Secondary outcomes include the occurrence of postoperative complications. Chi-squared analysis will be used to compare mortality between LMICs and HICs. Multilevel, multivariate logistic regression analysis will be undertaken to identify patient-level and hospital-level factors affecting outcomes with adjustment for confounding factors. Ethics and dissemination At the host centre, this study is classified as an audit not requiring ethical approval. All participating collaborators have gained local approval in accordance with their institutional ethical regulations. Collaborators will be encouraged to present the results locally, nationally and internationally. The results will be submitted for open access publication in a peer reviewed journal

Antimicrobial resistance among migrants in Europe: a systematic review and meta-analysis

BACKGROUND: Rates of antimicrobial resistance (AMR) are rising globally and there is concern that increased migration is contributing to the burden of antibiotic resistance in Europe. However, the effect of migration on the burden of AMR in Europe has not yet been comprehensively examined. Therefore, we did a systematic review and meta-analysis to identify and synthesise data for AMR carriage or infection in migrants to Europe to examine differences in patterns of AMR across migrant groups and in different settings. METHODS: For this systematic review and meta-analysis, we searched MEDLINE, Embase, PubMed, and Scopus with no language restrictions from Jan 1, 2000, to Jan 18, 2017, for primary data from observational studies reporting antibacterial resistance in common bacterial pathogens among migrants to 21 European Union-15 and European Economic Area countries. To be eligible for inclusion, studies had to report data on carriage or infection with laboratory-confirmed antibiotic-resistant organisms in migrant populations. We extracted data from eligible studies and assessed quality using piloted, standardised forms. We did not examine drug resistance in tuberculosis and excluded articles solely reporting on this parameter. We also excluded articles in which migrant status was determined by ethnicity, country of birth of participants' parents, or was not defined, and articles in which data were not disaggregated by migrant status. Outcomes were carriage of or infection with antibiotic-resistant organisms. We used random-effects models to calculate the pooled prevalence of each outcome. The study protocol is registered with PROSPERO, number CRD42016043681. FINDINGS: We identified 2274 articles, of which 23 observational studies reporting on antibiotic resistance in 2319 migrants were included. The pooled prevalence of any AMR carriage or AMR infection in migrants was 25·4% (95% CI 19·1-31·8; I2 =98%), including meticillin-resistant Staphylococcus aureus (7·8%, 4·8-10·7; I2 =92%) and antibiotic-resistant Gram-negative bacteria (27·2%, 17·6-36·8; I2 =94%). The pooled prevalence of any AMR carriage or infection was higher in refugees and asylum seekers (33·0%, 18·3-47·6; I2 =98%) than in other migrant groups (6·6%, 1·8-11·3; I2 =92%). The pooled prevalence of antibiotic-resistant organisms was slightly higher in high-migrant community settings (33·1%, 11·1-55·1; I2 =96%) than in migrants in hospitals (24·3%, 16·1-32·6; I2 =98%). We did not find evidence of high rates of transmission of AMR from migrant to host populations. INTERPRETATION: Migrants are exposed to conditions favouring the emergence of drug resistance during transit and in host countries in Europe. Increased antibiotic resistance among refugees and asylum seekers and in high-migrant community settings (such as refugee camps and detention facilities) highlights the need for improved living conditions, access to health care, and initiatives to facilitate detection of and appropriate high-quality treatment for antibiotic-resistant infections during transit and in host countries. Protocols for the prevention and control of infection and for antibiotic surveillance need to be integrated in all aspects of health care, which should be accessible for all migrant groups, and should target determinants of AMR before, during, and after migration. FUNDING: UK National Institute for Health Research Imperial Biomedical Research Centre, Imperial College Healthcare Charity, the Wellcome Trust, and UK National Institute for Health Research Health Protection Research Unit in Healthcare-associated Infections and Antimictobial Resistance at Imperial College London