Held at the University’s Business School auditorium, the conference gathered academic leaders, students and educators to discuss transformative approaches to education, underpinned by epistemic pluralism.
Opening the conference, Deputy Vice-Chancellor for Learning and Teaching, Dr Muki Moeng, set the tone by emphasising the importance of humanising pedagogy.
“At its core, education must be a vehicle for transformation. We must cultivate graduates who are not just academically competent but also socially responsive and empathetic to the challenges of our world,” Dr Moeng said.
Her address underscored the University’s mission to integrate diverse epistemologies into teaching and learning, reflecting a commitment to inclusivity and social justice.
Deputy Vice-Chancellor for People and Operations, Luthando Jack, explored the operational aspects of fostering a human-centred educational environment.
“Structures and policies are the backbone of any transformation. If we want to see epistemic pluralism thrive, we must ensure that our campuses provide the physical, emotional and intellectual support needed to nurture these ideals,” he said.
Adding a strategic perspective, Senior Director for Institutional Planning, Prof Heather Nel, addressed the complexities of implementing epistemic pluralism within institutional frameworks.
“Our curricula must evolve to reflect the diversity of knowledge systems,” Prof Nel said, highlighting ongoing efforts at Mandela University to align teaching methodologies with African knowledge traditions, while remaining globally relevant.
She advocated for innovative assessment strategies that evaluate not just academic performance but also students’ ability to engage critically and ethically with real-world issues.
The final day of the conference featured panel discussions and interactive workshops aimed at translating theoretical insights into practical applications. Key themes included the role of technology in supporting epistemic pluralism, strategies for decolonising curricula and the importance of fostering resilience among students and faculty.
“This conference has shown us that the path to a humanising education system is both challenging and inspiring. But it is one we must walk together, as educators, students, and members of a global society,” Dr Moeng said in a closing plenary, reflecting on the discussions over the three days.
Audience participation was a highlight throughout the conference as attendees posed incisive questions on how to navigate institutional resistance to change and incorporate marginalized voices into mainstream curricula.
The Dynamics of Humanisation conference affirmed Mandela University’s role as a leader in educational innovation. The conversations that unfolded over the three days will inform future strategies for embedding epistemic pluralism and humanising pedagogy in South Africa and beyond.
For those who missed the live sessions, recordings are available on YouTube. The University invites continued dialogue as it strives to redefine ‘graduateness’ and education in the 21st century.