As emotional intelligence becomes more widely recognized as an important element in higher education, it is crucial that students and teachers better understand its role in the educational environment. To gain deeper insights into this growing field, we talk with Prof. Maserole Kgari-Masondo, the author of the chapter, "'How We Want to Be Taught as African Female Students in Higher Education During the Corona Virus Crisis': A Lecturer in Conversation With Students." Kgari-Masondo will share her expertise and perspectives on the benefits of incorporating emotional intelligence in e-learning and higher education.
Preview "'How We Want to Be Taught as African Female Students in Higher Education During the Corona Virus Crisis': A Lecturer in Conversation With Students"
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Prof. Maserole Kgari-Masondo Answers Our Questions
What is this book chapter about?
Prof. Kgari-Masondo: This book chapter is about the decolonizing disciplines we teach in higher education by indigenizing the content using teaching resources that draw from indigenous knowledge globally, including western knowledge. It could be recorded stories, indigenous games, posters, artifacts, AI, and so forth to further enhance teaching and learning
What gap highlighted in the literature does the book chapter address?
Prof. Kgari-Masondo: Literature surveys suggested that many students underperform in their studies because of the use of foreign languages and content illustrations in teaching and learning (Umar & Olowo, 2024; Ndimande-Hlongwa et al, 2010). This implies that there is a need to uncover resources that can assist in necessitating the implementation of indigenous education globally.
What is the key problem that the book chapter tries to address?
Prof. Kgari-Masondo: It has been revealed globally that most students from previously colonized communities continue to underperform in higher education because of the medium used to teach foreign languages and content. Therefore, the book is trying to bridge this gap in academia, focusing on how different disciplines can draw from indigenous resources to enhance quality teaching and learning.
Do western resources also form part of indigenous knowledge?
Prof. Kgari-Masondo: Yes. Every nationality has their indigenous knowledge. Decolonization does not imply that we should discard knowledge from previous colonizers, but it infers that all epistemologies must be at the center of knowledge making.
About the Contributor
Professor Maserole Christina Kgari-Masondo is an ordained Pastor, Apostle and Archbishop of The People of God Christian Ministries International. She studied her Bachelor of Arts, Honours, Masters and Higher Diploma in Education at the University of Cape Town and then completed her PhD at the University of Stellenbosch. She is a motivational teacher and a qualified marriage counsellor and marriage officer by the Department of Home Affairs of South Africa. Professor Kgari-Masondo is a National Research Foundation C-rated scholar. She worked at the University of KwaZulu Natal as a Senior Lecturer, Cluster Leader Culture, and an Acting Academic Leader of Community Engagement. She is currently employed at the University of Venda as an Associate Professor of History. Professor Kgari-Masondo is part of the University of Venda Senate and the Faculty of Humanities, Social Science, and is a School of Education Board member. Her research interests are in socio-environmental concerns, indigenous knowledge, decolonization, teaching and learning, and gender. She was appointed by UNICEF and the Department of Basic Education to construct a framework to be used for the implementation of decolonization of Basic Education by using mother tongue education in South Africa; the framework was accepted in 2021. She has published nationally and internationally on diverse themes including program development, teaching pedagogy, decolonization and indigenization of the curriculum. She co-edited and co-authored a book on the history of SADTU published in 2019 by Shuter & Shooter and wrote a children’s book called
OUCH.
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