Call for Chapters: Fostering Diversity and Inclusion Through Curriculum Transformation


E.M.Cily TABANE, University of South Africa, South Africa
Boitumelo Diale, University of Johannesburg, South Africa
Ailwei Mawela, University of South Africa, South Africa
Thulani Zengele, University of South Africa, South Africa

Call for Chapters

Proposals Submission Deadline: July 20, 2022
Full Chapters Due: October 2, 2022
Submission Date: October 2, 2022


Higher education practitioners and students globally are midway in a historically unique era. Since March 2019, curriculum transformation received international traction of unparalleled proportions, when the Covid19 pandemic began to spread fear, physical and mental illness, death, isolation and polarisation around the globe. The world is still not beyond the pandemic, as most recent information indicates infection rates not subsiding yet. Enforced by world governments in various degrees and with diverse measures, students and lecturers were left to absorb and negotiate waves of constantly changing government instructions blended in the online world with disinformation and fear-mongering, while still attempting to pursue the exchange and expanding of teaching content. For Africa and specifically South Africa, post-1994 up to and including the Fees Must Fall campaign, subsequent student and academic engagement raised several questions around how content and curriculum transformation need to evolve. Student and lecturer wellness needs had begun expanding and changing, together with the needs of the disabled community – all of which had to be considered and integrated towards a responsible and perhaps even a ‘future-proof’ curriculum transformation. The urgency increased the past year, and the realisation came that the ‘new normal’ was for responsible role players in the higher education context to adapt and develop the safest, optimal, and most humane learning context to facilitate open and distance teaching and learning in an often contested and more complex context of a participative (and mainly online) learning environment. Against this background, the book sets out to ground the discussion in key research serving as points of departure for the scholar and for practitioners of curriculum transformation.


Even a year after Africa first started feeling the impact of a worldwide crisis, the advent of the Covid19 pandemic continues to hang like a millstone around the consciousness of the higher education sector in all its manifestations. In terms of how this sector reacted to a situation which forced it to radically accelerate its pace of digitisation, remote learning and the re-packaging of learning content, numerous teaching professionals and learners from all walks of life and ages are still grappling to stay afloat in a new ocean of changes. Much though we realise the wave of change is here to stay, this does not pacify our wide unease. However, the education sector around the globe cannot afford to comfortably settle into its first reaction, which may have been in some cases to hastily scrape together a solution for the teaching and learning environment. Now that we have reached the second year there is a landscape of educational achievements to look back on. In this second year, we may have to stand more steadfast and be ready to refine our responses to the benefit of learners and the education profession. The book chapters is a first attempt at coming to grips with the impact of the pandemic, and the solutions found on the fly – sometimes on the run. Lessons learnt may assist educational professionals to not only question but to also reinvent educational practices which were overdue for change. In this manner, the book could literally turn the tide to ride a new wave of higher education excellence – in having been forcibly led into accelerated coping mechanisms. Notably, this is an era in which the United Nations Global Compact’s renewed call for Sustainable Development Goals, may steer our course. The role of education has been paramount, and this was set as Sustainable Development Goal 4. It is no coincidence that the fourth Goal, was pinned on the securing of quality education for all, to be inclusive, equitable and geared at lifelong learning opportunities for all. In dealing with the aftermath of the Pandemic, we may just find our progress towards achieving the Fourth Goal much closer. This book chapters, therefore, draws together the expertise of curriculum transformation scholars and practitioners, offering a rounded revisioning of curriculum transformation for this era. The authors hail from across Africa, with a contribution from Europe. Their immense input provides guidance, strategic directives and key research which covers newly emerging case studies in the wake of the Covid-19 pandemic. The results are book chapters, which showcase new findings as well as core studies around pertinent issues on curriculum transformation.

Target Audience

Curriculum transformation specialists, Academics Researchers and Practitioners in all Higher Education Institutions Department of Arts and Culture

Recommended Topics

Section A: Curriculum transformation theory/as scholarship Section B: Curriculum delivery under COVID-19 pandemic and 4IR Section C: The use of ICTs in transforming teaching and learning Section D: Curriculum transformative assessment Section E: Diversity and Inclusion Section F: Monitoring and Evaluation

Submission Procedure

Researchers and practitioners are invited to submit on or before July 20, 2022, a chapter proposal of 1,000 to 2,000 words clearly explaining the mission and concerns of his or her proposed chapter. Authors will be notified by August 3, 2022 about the status of their proposals and sent chapter guidelines.Full chapters are expected to be submitted by October 2, 2022, and all interested authors must consult the guidelines for manuscript submissions at prior to submission. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.

Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Fostering Diversity and Inclusion Through Curriculum Transformation. All manuscripts are accepted based on a double-blind peer review editorial process.

All proposals should be submitted through the eEditorial Discovery® online submission manager.


This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the "Information Science Reference" (formerly Idea Group Reference), "Medical Information Science Reference," "Business Science Reference," and "Engineering Science Reference" imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit This publication is anticipated to be released in 2023.

Important Dates

July 20, 2022: Proposal Submission Deadline
August 3, 2022: Notification of Acceptance
October 2, 2022: Full Chapter Submission
November 15, 2022: Review Results Returned
December 27, 2022: Final Acceptance Notification
January 10, 2023: Final Chapter Submission


E.M.Cily TABANE University of South Africa Boitumelo Diale University of Johannesburg Ailwei Mawela University of South Africa Thulani Zengele University of South Africa


Computer Science and Information Technology; Education; Media and Communications; Social Sciences and Humanities
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