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30 July 2020 | Story Valentino Ndaba | Photo Anja Aucamp
Dr Fumane Khanare opted to integrate poetry into her teaching practice, using innovative ways to keep the curriculum afloat and interesting at the same time.
The Coronavirus (COVID-19) lockdown has severely affected teaching and learning. Lecturers and students alike have been challenged to explore innovative ways to keep the curriculum afloat and interesting at the same time. Dr Fumane Khanare, Senior Lecturer in the Faculty of Education, has opted to integrate poetry into her teaching practice. Her Community Psychology students have shifted over the past few months from merely interacting with the course material to generating their own content.

Learning in the times of lockdown

According to Dr Khanare, the psycho-social impact of COVID-19 remains unknown as the world grapples with a backlog of information, accompanied by loss and grief. However, collaborative strides are being made in the right direction, considering that this is unchartered territory. “Recommendations advocating for online teaching and learning, bidding for free data, and laptops for the majority of students, especially those at the peripheries of a mainstream economy – and of course physical distancing-adhering wellness programmes – may enable effective teaching and learning.” 

Why poetry?

“Lurched in at the deep end and taking into account the students who are not well-equipped with the integration of information and communications technology in learning, is significant. This realisation led me to seek ways to help my students develop a deeper understanding and critical-thinking skills, as well as becoming self-motivated students amid COVID-19,” explained Dr Khanare.

Students were first tasked with analysing the poetry of Butler-Kisber (2002). Thereafter, they were required to write poems about COVID-19, underpinned by the Community Psychology in Education module. “The activity provided students with an opportunity to use and reinforce concepts learnt prior to the lockdown, monitor their own understanding and progress, plus motivate them to come to the lecture prepared – a function known as co-creators of knowledge,” she said.

The artistic creations of these students were circulated among peers for review, allowing them to move from the peripheries to the centre of knowledge production amid a pandemic. 

Digitising the education space

Beyond the classroom, Dr Khanare will attend the 2020 Women Academics in Higher Education Virtual Symposium. As the co-convener of the World Education Research Association-International Research Network, she continues to ensure that research-related activities continue, despite a ban on international travel.

News Archive

UFS law students sit in on exceptional case in the Supreme Court of Appeal
2011-09-21

 
At the Supreme Court of Appeal were, from left to right: Dr Beatri Kruger, lecturer in our Department of Criminal and Medical Law at the Faculty of Law; Adv. Ann Skelton, Amicus Curiae instructed by the Restorative Justice Centre; Ms Matsepo Soko, post-graduate student in Criminal Law; and Prof. Annette van der Merwe from the University of Pretoria.
Photo: Leonie Bolleurs

Fourth-year and master’s-degree students, from our Faculty of Law, had the privilege of attending the hearing of one of their prescribed cases in the module, Criminal Law, namely the State versus Tabethe, in the Supreme Court of Appeal. Apart from the fact that they could attend the hearing, the students were also addressed by experienced legal experts, Adv. Ann Skelton (amicus curiae, instructed by the Restorative Justice Centre) and Prof. Annette van der Merwe from the University of Pretoria, on the broad outlines of the case.

In this case, the accused was found guilty of raping his fifteen-year-old stepdaughter. The court imposed a sentence of ten years’ imprisonment, suspended in full, but with certain conditions. The conditions include 800 hours’ community service and stipulate that the accused has to follow a rehabilitation programme and that he has to give 80% of his income to the family in order to support the victim and her family.
 
This was the first rape case where, in following a restorative justice approach, exceptional conditions were imposed to address the interests of the victim who wants to proceed with her studies. The State appealed against the sentence.
 
Dr Beatri Kruger, lecturer in our Department of Criminal and Medical Law, who prescribed this case for the students, said, ‘The law students were indeed privileged to attend this auspicious and enriching occasion, which provided them with an insightful experience of how the law works in practice.’

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