Academic Identities as Epicentres for Social Cohesiveness in Higher Education

Pillay, Daisy; Chisanga, Theresa; Hiralaal, Anita; Masinga, Lungile; Naicker, Inbanathan; Pithouse-Morgan, Kathleen

Abstract

This themed issue of Alternation explores how and why academics from multiple knowledge fields in South Africa and the United States of America (USA) position themselves vis-à-vis social cohesion in their everyday lives and educational practices. The articles highlight diverse, innovative modes and lenses for representing, interpreting, and theorising academics’ lived experiences in response to pressing social cohesion-related challenges and dilemmas in higher education. Drawing on a range of research approaches, methods and data sources, the authors generate new and different knowledge on social cohesion and academic identities. Collectively, this issue opens up conversations about the possibilities and intricacies of facilitating complex, contradictory, and multiple understandings of social cohesiveness and academic selves.

Citation

Pillay, D., Chisanga, T., Hiralaal, A., Masinga, L., Naicker, I., & Pithouse-Morgan, K. (2021). Academic Identities as Epicentres for Social Cohesiveness in Higher Education. Alternation, 28(2), 1-10. https://doi.org/10.29086/2519-5476/2021/v28n2a1

• Journal Article Type: Editorial
• Acceptance Date: Oct 31, 2021
• Online Publication Date: Dec 1, 2021
• Publication Date: Dec 1, 2021
• Deposit Date: Sep 22, 2022
• Journal: Alternation Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa
• Print ISSN: 1023-1757
• Electronic ISSN: 2519-5476
• Publisher: CSSALL Publishers
• Peer Reviewed: Not Peer Reviewed
• Volume: 28
• Issue: 2
• Pages: 1-10
• DOI: https://doi.org/10.29086/2519-5476/2021/v28n2a1
• Public URL: https://nottingham-repository.worktribe.com/output/9898204
• Publisher URL: http://alternation.ukzn.ac.za/Files/articles/volume-28/issue-2/01-editorial.pdf
• Related Public URLs: http://alternation.ukzn.ac.za/pages/volume-28-2021/alternation-282.aspx
• Additional Information: Article is open access on journal website.