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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

PSP rejuvenating the South African professoriate
2016-10-25

Description: Dr Olihile Sebolai  Tags: Dr Olihile Sebolai

Dr Olihile Sebolai (Microbiology) is
one of two Fulbright scholars the
UFS Prestige Scholars’ Programme
has produced. He was a Fulbright
scholar at the University of Missouri
(Kansas City) and before that
conducted work at the University
of Birmingham in the UK.
Photo: Anja Aucamp

Twenty years. That is the difference between the average age of a UFS Prestige Scholar (35) and the average age of a South African academic (55). Since its inception in 2011, the UFS’s Prestige Scholars’ Programme (PSP) has pro-actively addressed the ageing profile of academia and the need to transform the social composition of the South African academy. In doing so it has generated more than R67 million in research funding, including R10 million in student and post-doctoral funding.

The programme seeks to identify, cultivate and promote outstanding scholarship among “young” members of the UFS academic staff – those who have acquired a doctorate within the last five years. It provides support (funding applications, report writing, etc.) and helps with international placements in order to accelerate the establishment of an international footprint in expectation of the participants’ entry into the professoriate.

The programme mentors scholars from five faculties at the UFS. PSP scholars have conducted research and established collaborations in North America, Europe and Japan at institutions such as Harvard, UCLA, Cornell University, University of Michigan, University of Missouri, University of British Columbia, Oxford University, Cambridge University, University of Manchester, University of Birmingham, Basel University, University of Bologna, Leiden University, Uppsala University, Okinawa Institute of Science & Technology and Obihiro University of Agriculture and Veterinary Medicine.

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