9 – 11 October 2019 | CUT Hotel School
Boaventura de Sousa Santos is Emeritus Professor of Sociology, University of Coimbra (Portugal), and Distinguished Legal Scholar at the University of Wisconsin-Madison. He earned an LL.M and J.S.D. from Yale University and holds the Degree of Doctor of Laws, Honoris Causa, by McGill University. He is director of the Center for Social Studies at the University of Coimbra and has written and published widely on the issues of globalization, sociology of law and the state, epistemology, social movements, human rights and the World Social Forum in Portuguese, Spanish, English, Italian, French, German and Chinese.
His most recent project - ALICE: Leading Europe to a New Way of Sharing the World Experiences - is funded by an Advanced Grant of the European Research Council (ERC), one of the most prestigious and highly competitive international financial institutes for scientific excellence in Europe. The project was initiated in July 2011 and will be finished by the end of 2016.
His most recent books in English are: (author) Toward a New Legal Common Sense: Law, Globalization and Emancipation. London: Butterworths, 2002; The Rise of the Global Left: The World Social Forum and Beyond. London: Zed Books, 2006; Epistemologies of the South. Justice against Epistemicide. Boulder/London: Paradigm Publishers, 2014; If God Were a Human Rights Activist. Stanford: Stanford University Press, 2015; (editor) Democratizing Democracy. Beyond the Liberal Democratic Canon. London: Verso, 2005; Another Production is Possible: Beyond the Capitalist Canon. London: Verso, 2006; Another Knowledge is Possible: Beyond Northern Epistemologies. London: Verso 2007; Voices of the World. London: Verso 2010; (with Cesar Rodriguez Garavito) Law and Globalization from Below. London: Cambridge University Press, 2005).
Professor Catherine Manathunga (PhD) is a Professor of Education Research in the School of Education at The University of the Sunshine Coast (USC), Australia. She is the co-leader of the USC Transcultural and Indigenous Pedagogies Research Group. She is an historian who draws together expertise in historical, sociological and cultural studies research to bring an innovative perspective to educational research, particularly focusing on the higher education sector. Catherine has current research projects on doctoral education; academic identities and the history of universities in Ireland, Australia and Aotearoa/New Zealand.Her book,Intercultural Postgraduate Supervision: Reimagining time, place and knowledge, was published in June 2014 by Routledge.
Catherine has also co-authored monograph on educational history, A class of its own: a history of Queensland University of Technology; co-edited an oral history monograph, Making a place: an ral history of academic development in Australia and a two volume co-edited collection on academic work for the Palgrave Macmillan series Critical University Studies called Resisting neoliberalism in higher education: seeing through the cracks (Vol. 1) and Resisting neoliberalism in higher education: prising open the cracks (Vol. 2) and has published a substantial volume of peer-reviewed book chapters and journal articles in international edited collections and international, Australian, Irish, American and British journals.
Her research has been funded by the Australian Research Council, DFAT Australia China Council, Australian Learning and Teaching Council, Ako Aotearoa (NZ Centre for Tertiary Education), Higher Education Research & Development Society of Australasia, Nagoya University Japan, Hiroshima University Japan and industry partners. She has jointly won a number of University of Queensland and Australian national teaching awards for programs that enhance research students’ learning. She is the co-leader of the USC Transcultural and Indigenous Pedagogies Research Group and has had lengthy experience in working with culturally diverse and Indigenous peoples in Australia, Aotearoa New Zealand, Canada, Africa, the Middle East, Asia, South America and in other international locations. She has acted as an educational consultant to many other universities in Australia and internationally.
Sabelo J. Ndlovu-Gatsheni is Professor and Acting Executive Director of the Change Management Unit (CMU) in the Principal and Vice-Chancellor’s Office at the University of South Africa. He previously worked as the Founding Head of Archie Mafeje Research Institute for Applied Social Policy (AMRI) and is also the founder of Africa Decolonial Research Network (ADERN) based in at the University of South Africa (UNISA). He is a National Research Foundation (NRF) rated social scientist; a member of the Academy of Science of South Africa (ASSAf); a Fellow of African Studies Centre (ASC) in the Netherlands; and a Research Associate at the Ferguson Centre for African and Asian Studies at The Open University in the United Kingdom.
He has published 14 books, over 50 peer-reviewed journal articles, and over 50 book chapters. His major publications include The Ndebele Nation: Reflections on Hegemony, Memory and Historiography (Amsterdam & Pretoria: Rosenberg Publishers & UNISA Press, 2009); Do ‘Zimbabweans’ Exist? Trajectories of Nationalism, National Identity Formation and Crisis in a Postcolonial State (Oxford & Bern: Peter Lang International Academic Publishers, 2009); Redemptive or Grotesque Nationalism? Rethinking Contemporary Politics in Zimbabwe (Oxford & Bern: Peter Lang International Academic Publishers, 2011); Empire, Global Coloniality and African Subjectivity (New York & Oxford: Berghahn Books, June 2013); Coloniality of Power in Postcolonial Africa: Myths of Decolonization (Dakar: CODESRIA, 2013); Nationalism and National Projects in Southern Africa: New Critical Reflections (Pretoria: Africa Institute of South Africa, 2013); Bondage of Boundaries and Identity Politics in Postcolonial Africa: The ‘Northern Problem’ and Ethno-Futures (Pretoria: Africa Institute of South Africa, 2013); Mugabeism? History, Politics and Power in Zimbabwe (New York: Palgrave Macmillan, August 2015); Decolonizing the University, Knowledge Systems and Disciplines (North Carolina, Carolina Academic Press, April 2016), The Decolonial Mandela: Peace, Justice and Politics of Life (New York and Oxford: Berghahn Books, March 2016); Joshua Mqabuko Nkomo of Zimbabwe: Politics, Power and Memory (New York: Palgrave Macmillan, 2017); and Epistemic Freedom in Africa: Deprovincialization and Decolonization (London and New York: Routledge, July 2018).
Jo-Anne Vorster (PhD) is an associate professor and head of the Centre for Higher Education Research, Teaching and Learning at Rhodes University, South Africa.
She has extensive experience in the field of academic development and since 1999 her focus has been on academic staff development. Jo-Anne and her colleague, Lynn Quinn, were centrally involved in the design and facilitation of a Postgraduate Diploma in Higher Education (PGDip (HE)) for lecturers since 2000. They also designed and have been offering a version of the PGDip (HE) for academic developers since 2011. They are joint-winners of a CHE-HELTASA National Excellence in Teaching Award for their work on the course for academic developers.
Jo-Anne’s current research interests include the professional development of academics as teachers, the sociology of knowledge and the curriculum, student learning and academic leadership in higher education. She supervises students in the field of higher education studies at masters and doctoral levels. She has contributed to higher education development nationally through offering workshops and short courses at many South African universities on various aspects of teaching and learning, including curriculum development, assessment of student learning, evaluation of teaching and courses and postgraduate supervision.
Jo-Anne is currently the convenor of the Professional Development Special Interest Group and has served two terms on the Executive Committee of HELTASA (Higher Education Learning and Teaching Association of Southern Africa). She is on the steering committee of a three-year national project on New Academics Transitioning into Higher Education (NATHEP), funded by a UCDP collaborative grant. She has authored or co-authored several papers on various aspects of the scholarship of teaching and learning and the scholarship of academic development.