Different Angles of Vision: teaching tales from the University of the Western Cape

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Abstract
Teaching at an historically black South African university, the University of the Western Cape, is shaped by an apartheid legacy including its initial function and impact on academic staff and students alike as a reproducer of knowledge, large, multilingual and under‐resourced classes, and students with poor schooling. This framing context, however, often obscures some of the detail, the individual and unique of experiences of teaching, as well as the common stories told by the university teachers. This paper explores four such ‘tales’ of teaching Library and Information Science, Chemistry and Computing, using description and interpretation to portray events in a way which enables a reader to participate empathetically. In all this there is no prescription offered for the ‘right’ way to teach, but rather a series of contextualised struggles to work with students in ways which enable their learning and which deepen the teachers’ own capacity to make worthwhile judgements about their own practice.

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