Browsing by Author "Terblanche, Judith"

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    Chartered accountancy and resistance in South Africa
    (Stellenbosch University, 2021) Terblanche, Judith; Waghid, Yusef
    In recent times, the chartered accountant profession was regularly in the news for reasons pertaining to the unethical and unprofessional behaviour of members. The profession has an important role to play in the South African economy, as members will often fulfil important decision-making roles in business. In a response to the dilemmas the profession is facing, we analysed the implications for the profession and society due to a resistance to include research as a pedagogical activity in the chartered accountancy educational landscape. Through deliberative research activities, students have the opportunity to engage with community members and with societal challenges that could foster reflexivity and humaneness in students. In addition, critical and problem-solving skills are cultivated. These are skills that are difficult to assess in the form of an examination, and the absence of research as pedagogical activity in this particular educational landscape, impacts the cultivation of these skills in future chartered accountants. This is so, as the chartered accountancy educational landscape is significantly influenced by the power that resonates within the profession and culminates into the disciplinary power mechanism of the examination. The South African Institute of Chartered Accountants (SAICA) set an external examination, called the Initial test of Competence (ITC), which graduates need to write upon leaving institutes of higher learning. Success in this SAICA-examination therefore impacts on the teaching and learning pedagogy adopted by chartered accountants in academe. If chartered accounting students were instead primarily being exposed to technical content assessed via an examination, also being exposed and introduced to deliberative research, the possibility exists that students, through critical reflexivity, could move beyond the constraints of the self to that of the communal other in line with the African notion of ubuntu can be enhanced.
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    A Foucauldian analysis of the CA profession in South Africa: Implications for society
    (Stellenbosch University, 2020) Terblanche, Judith; Waghid, Yusef
    Chartered accountants are often business leaders who frequently need to make decisions. Consequently, it is of importance for the fractured democratic South Africa that citizens (especially business leaders, such as chartered accountants) develop a socially just consciousness. In this article, we provide the results of an analysis of one of Michel Foucault’s genealogical works, and introduce some of Foucault’s views pertaining to knowledge and power. Foucault (1995) identified three disciplinary power mechanisms, namely hierarchical observation, normalising judgement, and the examination. Consequently, we used this particular Foucauldian lens to analyse the disciplinary power mechanisms evident in the CA educational landscape. Lastly, we identified the consequences for education (and therefore ultimately society) as a result of the particular power relations in the chartered accountant educational landscape and profession.
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    Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African Universities
    (Taylor & Francis, 2020) Waghid, Yusef; Davids, Nuraan; Mathebula, Thokozani; Terblanche, Judith; Higgs, Philip; Shawa, Lester; Manthalu, Chikumbutso Herbert; Waghid, Zayd; Ngwenya, Celiwe; Divala, Joseph; Waghid, Faiq; Peters, Michael A.; Tesar, Marek
    In this conversational article, we consider cultivating decoloniality in university education by drawing upon Jacques Ranci ere�s (2010) notion of a living philosophy. Ranci ere�s (2010) living philosophy holds the possibility of both a medium and a space for a re-thinking and a re-contemplation of what life is in relation to what it might be. Through engaging and sharing real human experiences from and within African societies and universities, we (re)imagine decoloniality as a fiction brought to life through a living philosophy of education. In this regard, we proffer eight points of departure and reflection.