An autoethnographic enquiry as a novice academic in a higher education institution in South Africa
Keywords:
Massification, Curricular Decolonisation, Autoethnography, Technological Tools, South AfricaAbstract
Currently, higher education institutions are facing multifaceted issues related to massification, curriculum decolonisation, and the integration of technology in teaching and learning. Therefore, through an autoethnographic approach, I document my experiences and academic identity development in relation to these three issues as a Black, female, novice academic in a South African university. The study highlights how structural and epistemic, gendered inequalities and dimensions are negotiated at the academic level, with emerging scholars required to navigate through these issues with minimal mentorship and guidance. The study also evidences that autoethnography can lend voices to the marginalised by encouraging professional development through continuous reflections. This study has significant implications for institutions to start recognising and addressing the several epistemic and structural inequalities that make it difficult for novices to navigate these spaces. Moreover, induction programmes should go beyond the typical format and start investing in sustainable mentorship programmes aimed at retaining and professionally developing emerging academics. Therefore, by situating these dynamics within a higher education context, this autoethnographic enquiry highlights the significant role that quality education, curriculum transformation, and technology play in our universities. The study recommends an inclusive curriculum design and the integration of digital tools to mitigate the impacts of massification, while also promoting collaborative learning.
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