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20 March 2019 | Story Zama Feni | Photo Rulanzen Martin
Prof Henning Melber
Prof Henning Melber, taking over the editorial-ship of the Acta Academica Journal.


The newly appointed editor of the University of the Free State(UFS) journal for humanities Prof Henning Melber had vowed to give the publication a deeper insight on critical issues ranging from decolonisation of knowledge to knowledge production.

In his first editorial opinion as the new Editor of the Acta Academica journal, Prof Melber said the publication has the declared intention to apply a critical social theory perspective.

“Dedicated to scholarship in the humanities, Acta Academica will henceforth be published annually with a minimum of two issues, plus an optional additional issues per year,” he said. 

Former Editor Professor Lis Lange, previously Vice-Rector: Academic at the University of the Free State (UFS), has moved to the University of Cape Town as Deputy Vice-Chancellor for Teaching and Learning.

The journal publishes scholarly articles that examine society, culture and politics from a critical social theory perspective and it is also interested on scholarly work that examines how the humanities in the 21st century are responding to the double imperative of theorising the world and changing it.

Analysis on Africa encouraged for Acta Academica

As a journal promoting humanist values and ethics, Prof Melber stated that he would like to see Acta Academica publishing scholarly analysis and think pieces that engage with such challenges in a critical (and gendered) theoretical perspective. 

“We welcome in particular contributions that link to current themes and processes on the African continent and especially to Southern Africa, without abandoning the global context and the shared perspectives of committed
scholarship elsewhere,” he said.

Decolonisation of knowledge

“We will promote an emphasis on contributions in the fields of post-colonial, development, cultural, gender, international and African Studies aiming to support current efforts towards a decolonisation of knowledge and knowledge production. 
He said the journal will combine an international post-colonial discourse inspired by critical theory and other relevant schools of thought applied to and/or generated in a local and regional (African) context. 

“We also welcome efforts to contribute to the decolonisation of knowledge, which still to a large extent is anchored in the global asymmetries. We cannot pretend these asymmetric power relations and inherited structures do not exist.  “Nor will we be able to avoid their reproduction completely. But we can promote ownership of authors over their intellectual product and will disseminate the work as widely as possible,” he said.

New Editor calls for diversification of knowledge


In another efforts to decolonise, Prof Melber said they would also make special efforts to empower aspiring African scholars. As part of this endeavour, the UFS’s Centre for Gender and Africa Studies has for several years, been the partner institution of Africa Spectrum for the annual Young African Scholars Award

“We will try to create similar opportunities, encouraging early career scholars to submit articles. In addition, we would like to expand the character of contributions, by further diversification of forms of knowledge transmission through debate articles, reports, comments, review essays and other thought-provoking interventions. We hope to receive your support, as potential authors or as readers who contribute to or benefit from Acta Academica’s efforts to further a stimulating debate,” he said

News Archive

Teacher professionalism and status under Commonwealth radar
2010-03-26

 
From the left are: Ms Simone De Cormarmond, Chairperson: Commonwealth Foundation; Prof. Jonathan Jansen, Rector and Vice-Chancellor, University of the Free State (UFS); Mr Samuel Isaacs, CEO: SAQA; and Dr Carol Anne Spreen, Lecturer at the University of Maryland, USA).
Photo: Ian van Straaten


International delegates attending the 5th Annual Commonwealth Teacher Research Symposium held at the University of the Free State (UFS) in Bloemfontein this week unanimously agreed that more research still had to be done on issues of recognition, registration and standards affecting teachers and teaching across Commonwealth countries.

This two-day gathering of researchers, officials and representatives of regional international organisations and higher education institutions agreed that issues of teacher migration, the professionalism of teachers, teacher preparation and the use of teaching standards, as well as the comparability and recognition of teacher qualifications should be further researched.

The delegates agreed on the following based on the research and data that were presented and shared with all the participants:

Teacher migration is recognised as an increasing global phenomenon that requires ongoing research in the Commonwealth.
Recognising that inequalities and differences within and across Commonwealth countries exist, and considering that fair and ethical treatment in the international recruitment of teachers is an important cornerstone of the Commonwealth Teacher Recruitment Protocol.

Teacher training, the recognition of teacher qualifications, the professional registration of teachers and the development of professional teacher standards should be actively encouraged through ongoing pan-Commonwealth research.

An increased acknowledgement of the role of the professionalisation of teachers through an improved understanding of teacher qualifications and standards.
There should be a specific research focus on teacher preparation and the use of teaching standards.

An increased comparability and recognition of teacher qualifications across Commonwealth countries should be actively encouraged.
Advocacy of teachers’ rights, effective protection of the vulnerable teacher, and appropriate strategies should be promoted to uplift the status of teachers and teaching as a profession.

The Commonwealth Teacher Recruitment Protocol, amongst other things, aims to balance the rights of teachers to migrate internationally against the need to protect the integrity of national education systems, and to prevent the exploitation of the scarce human resources of poor countries.

Delivering his keynote address at the symposium, the Rector and Vice-Chancellor of the UFS, Prof. Jonathan Jansen, decried the quality of professional qualifications in South Africa.

“We have become very good at manufacturing outcomes. We actually have become very good at giving an impression of having achieved particular outcomes without having achieved them at all,” he said.
“So what does it mean to talk about outcomes in an unequal country with unequal resources? What does it mean to talk about qualifications when we do not trust the outcomes?”

He suggested that the teaching profession should be subjected to a peer review mechanism and that the practice of setting minimum standards should be dealt away with because it results in minimum outcomes.

Dr Carol Anne Spreen, lecturer at the University of Maryland in the USA, proposed that countries should improve the quality of their own teachers instead of importing teachers from other countries.

The research symposium was organised by the Commonwealth Secretariat and hosted by the South African Qualifications Authority (SAQA) and the UFS.

Media Release
Issued by: Mangaliso Radebe
Assistant Director: Media Liaison
Tel: 051 401 2828
Cell: 078 460 3320
E-mail: radebemt@ufs.ac.za  
26 March 2010

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