These practical lessons are rooted in Kolb’s (1984) experiential learning model, which encompasses a complete learning cycle involving four stages: concrete experience, reflective observation, abstract conceptualisation, and active experimentation. This model spans two dimensions: the nature of the experience (ranging from abstract to concrete) and the transformation of experience (progressing from reflective observation to active experimentation). The primary purpose of this experiential learning is for the students to gain concrete and authentic experiences in an environment simulating the real world so that they may internalise their learned experiences through reflection, develop a deeper theoretical understanding and use this to inform their actions (Nyanjom, Goh & Yang, 2023). This ‘learning by doing’ (Lin, Kim, Qiu & Ren, 2017) encourages active engagement. It promotes the employability of graduates while at the same time creating opportunities for lecturers to address issues of decolonising the curriculum by teaching students to understand indigenous cooking methods and develop their kitchen vocabulary. Du Plessis (2021) highlights the importance of decolonising the curriculum in the South African context so that the experiences and knowledge of formerly colonised can be placed at the forefront, with their traditions shaping and informing practice in education. This challenges issues of social injustice and creates space for previously silenced voices to be heard (Luckett, 2016). In the kitchen environment, lecturers can implement culturally responsive teaching (CRT), identifying students’ cultural needs, familiarising themselves with the sociocultural contexts of their students and integrating student cultural values and beliefs into the curriculum (De Jager, 2019; Hernandez, Morales & Shroyer, 2013). CRT also allows for the inclusion of different perspectives, cultural validation, and challenging dominant Western narratives, all crucial to decolonising the curriculum and the classroom. From the first year of study, the scaffolding approach is implemented in the kitchens by determining what students already know. This is then aligned with the module learning outcomes so that appropriate teaching and learning strategies can be applied, lessons implemented, student progress monitored, and relevant feedback provided (Margolis, 2020). Using the scaffolding approach, first-year students are introduced to basic culinary skills and techniques within the context of indigenous cooking. Students are guided to build on their skills and knowledge of the kitchen environment and their understanding of kitchen processes. Students need to understand French and other European culinary skills to succeed in the food and beverage industry in South Africa and abroad. Students are taught French knife skills, focusing on various meat cuts and their dimensions, and then compare these techniques with South African examples. This approach helps them identify commonalities and connections with Indigenous practices. A further example of this fusion between global culinary practices and African influence is the preparation of traditional desserts such as pannacotta but infusing this with rooibos. The decolonisation of the curriculum at this stage relates to the techniques taught and the movement away from convenience products to the use of locally sourced indigenous ingredients, products, and spices. An example of this is that students are required to make their curry spice blends using ‘C spices’ including cloves, cardamon, cumin, cinnamon, chillies and coriander. Although historically imported, these spices are now a central part of South African and African cuisine, such as a traditional Durban curry. This allows students to tap into their creativity, boosts their kitchen problem-solving skills, stimulates independent thinking and instils an innovative mindset. Further building on the scaffolding approach, in their second year of study, students are given complete control of developing their menus in the kitchen under the guidance and coaching of the chefs. This allows them to learn the basic principles of menu development, writing portfolios and costing. Guest lecturers specialising in Indigenous cooking, local ingredients and traditional cooking methods are invited to work with students during practical classes to bring an industry perspective and boost their confidence. Students must also participate in daily practicals during their second year, transferring their theory into practice. Students are tasked with organising and hosting an event in the Ngeyethu Training Restaurant at the STH using these skills. The Ngeyethu Training Restaurant, which translates as ‘Ours’, is a training facility within the STH which was established to train students to facilitate a smooth transition between the university and the workplace in the African context. Within the restaurant, students can simulate the restaurant experience by interacting with both their peers and reallife guests. Within the School of Tourism and Hospitality (STH) at the University of Johannesburg, students pursuing a Diploma in Food and Beverage Operations are required to participate in practical lessons conducted in teaching kitchens. During these practical lessons, students work in a training kitchen environment alongside lecturers who are trained chefs, allowing them to apply their theoretical knowledge and gain firsthand experience in a professional kitchen setting Teaching Innovation for the 21st Century | Showcasing UJ Teaching Innovation Projects 2024 13
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