Browsing by Subject "authorship"

Now showing 1 - 6 of 6
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    Open Access
    Open textbook authorship, quality assurance and publishing: Social justice models of participatory design, engagement, co-creation and partnership
    (Digital Open Textbooks for Development, 2022-06) Masuku, Bianca; Cox, Glenda
    This is a presentation that was given by the DOT4D team as part of the CHED seminar series in June 2022. The presentation demonstrates how academics at UCT are embarking on open textbook initiatives in response to a largely mutual set of social injustices they witness in their classrooms related to affordable access, curriculum transformation and multilingualism. With a focus on student co-creation and inclusion, it presents models that address social (in)justice in the classroom and explores ways in which institutions can address sustainability in order to support open textbook development activity.
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    Open Access
    Open textbook authorship, quality assurance and publishing: Social justice models of participatory design, engagement, co-creation and partnership
    (Digital Open Textbooks for Development, 2022-05) Cox, Glenda; Masuku, Bianca; Willmers, Michelle
    A presentation by the DOT4D project for the OE Global Conference held in Nantes, France on the 23-25 May 2022 on collaborative open textbook development models at UCT.
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    Open Access
    Open textbooks as educational technology
    (2024-02) Masuku, Bianca
    This is a presentation by the Digital Open Textbooks for Development (DOT4D) initiative's Researcher, Bianca Masuku, as part of a guest lecture for the EDN4500 course.
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    Open Access
    Open Textbooks for Curriculum Change and Student Co-Creation: Collaborative models of open textbook production and student co-creation (Workshop 2)
    (Digital Open Textbooks for Development, 2022-09) Cox, Glenda; Willmers, Michelle; Masuku, Bianca
    This is the second of two workshop presentations by the Digital Open Textbooks for Development (DOT4D) initiative team as part of the Siyaphumelela Workshop Series in September 2022. This session introduced participants to practical ways in which to initiate open textbook production and engage students in authorship, quality assurance and publishing processes.
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    ‘Roadmap’ for Open Textbook Development
    (Digital Open Textbooks for Development, 2022-05) Willmers, Michelle
    A presentation by Digital Open Textbooks for Development (DOT4D) Publishing and Implementation Manager, Michelle Willmers, to the Nelson Mandela University 'Open Textbook Fellowship' Community in May 2022.
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    Women and authorship in post-apartheid psychology
    (SAGE, 2004) Shefer, Tamara; Shabalala, Nokuthula; Townsend, Loraine
    This article addresses the issue of women's authorship in psychology. It reflects on the contributions of women authors to psychological knowledge production over the last 10 years through a quantitative assessment of authorship in the South African Journal of Psychology (SAJP). Key variables utilised include ‘race’, gender, university (i.e., historically black universities versus historically white universities), sole versus collective authorship, and the order of authors in multiple authored articles. The article highlights the historical silencing of women, particularly black women, in the broader realm of knowledge production, both internationally and in local context. Some of the debates arguing for the value of women's voice in research and publishing are highlighted before the findings of the small descriptive survey are reported. Findings are both predictable and disappointing. While women as a group appear to be publishing relatively well in relation to men as a group, and the overall trend shows a closing of the gap over the last ten years, the intersection of ‘race’ and gender foregrounds the continued marginalisation of black women as authors, as well as the relative stasis of this situation over the last ten years. Furthermore, when taking the numbers of registered psychologists in South Africa into account, women as a group are in the majority, yet are represented in inverse proportion to their numbers in the profession when it comes to publishing. Women also appear to be publishing more in collectives, while men are moving significantly more towards single authorship, reflecting gender stereotypes with respect to co-operative versus individualist modes. Differences between histirically black universities (HBUs) and historically white universities (HWUs) continue, with women publishing less in the former, which is argued to relate to continued areas of inequity and lack of institutional resources and support. The article concludes by emphasising the importance of women's role as producers of knowledge in the profession. It raises a number of material recommendations for ways to support women, especially younger and black authors, in facilitating a more equitable representation of authorship in South African psychology.