How does a set of pedagogical practices best meet the needs of students enrolled in a course or programme? How can, for example, pedagogy take account of the experiences of rural students who may be in large urban areas for the first time in their lives as they embark on tertiary study?
How can pedagogy account for the multiple ways of being (including gendered, raced and classed ways) that comprise our society?
How does pedagogy need to take account of, say, the goals of a university of technology or the purposes of a vocational or professional programme in comparison to those of a traditional university or the general formative degree?
How are curricula structured in ways that attend to the target knowledge while enabling access?
How do resources (both material and in relation to the availability of teaching staff and tutors) impact on what is possible as a pedagogy?
How can pedagogy impact on the lives of students who, in the protests of 2015 and 2016, told us how alienated they were in their universities?
How does content relate to pedagogy?
How can we use pedagogy to ‘trouble’ dominant assumptions about the contexts in which we find ourselves?
How can we use technology critically to enrich our students’ learning experiences and foster inclusion in communities where access may be limited?
How can we teach students to be the entrepreneurs they will need to be if they are to provide for themselves and their families in contexts where secure ‘jobs for life’ are increasingly disappearing?
WE LOOK FORWARD TO WELCOMING THE HELTASA COMMUNITY TO A FEW DAYS OF RICH DELIBERATION IN THE EASTERN CAPE.