Name:

Prof Pineteh E.  Angu

Position:             Director / Associate Professor

Photo:

Office:                 HSB 17-15

Telephone:          (012) 420 6859

E-mail: [email protected]      

Qualifications :BA in English and Performing Arts- University of Buea, Cameroon

                        : BA Honours  in English Studies- University of the Witwatersrand, Johannesburg

                        : MA in English Education- University of the Witwatersrand, Johannesburg

                        : PHD in English Studies- University of the Witwatersrand, Johannesburg

                        : Postdoctoral fellow- ACLS African Humanities Program (AHP)

Abridged  CV:

Prof Pineteh E. Angu is the Director and Associate Professor in the Unit for Academic Literacy, University of Pretoria. He obtained his doctorate degree in 2007, for an interdisciplinary research project titled Narratives of homelessness and displacement: life testimonies of Cameroonian asylum seekers in Johannesburg.

His research interests include migrant narratives, multilingualism, academic literacies, African transnational migration, xenophobia and social exclusion as well as language and communication. He has published several academic articles in internationally accredited journals and presented papers at local and international conferences.

Before joining the University of Pretoria, Prof Angu was a permanent academic staff member at Cape Peninsula University of Technology (CPUT), Cape Town, where he coordinated language and communication support across the Faculty of Informatics and Design. Prior to his appointment as Language Coordinator, he lectured Advanced Communication Skills, Language and Communication, English for Public Relations and Research Methodology.

He has successfully supervised and co-supervised masters and doctoral students. He has also externally examined more than ten MA theses and one PhD thesis for the Universities of Fort Hare and the Western Cape.

At CPUT, Prof Angu served on several faculty and institutional committees including Senate Language Committee, Faculty Research Committee, Faculty Ethics Committee, and Faculty Board Executive. He also served on conference organising committees notably African Languages Association of South Africa (ALASA) and Education Association of South Africa (EASA). As the Faculty Language Coordinator and member of the Senate Language Committee, he played a key role in implementing the University’s Language Policy.

 Prof Angu is a member of the editorial board of Journal for the Scholarship of Teaching and Learning, Electronic Journal of Knowledge Management and African Human Mobility Review. He is also a peer reviewer for Studies in Higher Education, Computer Assisted Language Learning and Canadian Journal of African Studies. 

Responsibilities: As the Director of the Unit for Academic Literacy, Prof Angu is responsible for strategic planning as well as management of permanent and temporary staff, finances, teaching and learning, research and administrative processes. He is responsible for developing academic materials and coordinating academic modules offered by the Unit.

Research highlights: Prof Angu has published scholarly articles in DHET, IBSS and ISI journals and he has just completed a research project on Somali migrants in Cape Town, funded by the American Council of Learned Societies (ACLS). The title of the project is Memories of victimisation, resilience and heroism: a narrative study of the xenophobic experiences of Somali migrants in Cape Town.

Publications:

Angu PE, Chiwaya T, Mulu N (2022). The experiences of undocumented female Zimbabwean migrants in South African before and during the COVID-19 pandemic. Edition:1 In A. Pineteh & M. Tyanai & G. Kristina & M. Ngwi (eds.), South African-Based African Migrants’ Responses to COVID-19: Strategies, Opportunities, Challenges and Implications, Cameroon, Bamenda: Langaa RPCIG. (pp. 45-71). 978-9956-552-44-3.

Angu PE, Gustafsson K (2022). The politics of interpreting during asylum interviews: Processes, Challenges and the Implications for the legitimacy of claims for asylum in South Africa. Edition:1st In M. Ralarala & K. Russell & H. Georgina (eds.), Language and the Law: Global Perspectives in Forensic Linguistics from Africa and Beyond, South Africa, Stellenbosch: African Sun Media. (pp. 63-76). 978-1-991201-82-9.

Angu PE (2022). Remote Teaching and Learning at a South African University During Covid-19 Lockdown: Moments of Resilience, Agency and Resignation in First-Year Students' Online Discussions. International Journal of Learning, Teaching and Educational Research, 21 (8), August: pp. 219 - 234.

Angu PE, Masiya T (2022). Introduction: Viral pandemics, transnational migration and the politics of belonging in South Africa. Edition:1 In A. Pineteh & M. Tyanai & G. Kristina & M. Ngwi (eds.), South African-Based African Migrants’ Responses to COVID-19: Strategies, Opportunities, Challenges and Implications, Cameroon, Bamenda: Langaa RPCIG. (pp. 1-16). 978-9956552443.

Ralarala M, Manashe L, Angu PE, Perold R, Rodrigues T, Jantjies N (2021). Making sense of architectural 'language'. Implications for success in teaching and learning for ECP students at CPUT. Edition:1st Edition In M. Ralarala & L. Hassan & R. Naidoo (eds.), Knowledge Beyond Colour Lines. Towards Repurposing Knowledge Generation in South African Higher Education, South Africa, Bellvile: African Sun Media. (pp. 79-98). 978-1-990995-04-0.

Angu PE, Mulu T (2020). The Changing Material Conditions of Cameroonian Migrants in South Africa: What does this say about an "Afrophobic" post-apartheid State?. African Human Mobility Review (AHMR), 6 (2), pp. 130 - 149.

Angu PE, Boakye NY, Eybers OO (2020). Rethinking the Teaching of Academic Literacy in the Context of Calls for Curriculum Decolonization in South Africa. International Journal of Pedagogy and Curriculum, 27 (1), pp. 1 - 16.

Angu PE (2019). Students’ Experiences of Teamwork: Dealing with Conflicting Identities during a Team-based Academic Writing Project in a Clinical Medical Practice Programme. International Journal of Diversity in Education, 19 (1), pp. 9 - 26.

Angu PE (2019). Understanding voices from the margins: social injustice and agency in first-year students’ literacy narratives. Journal of Further and Higher Education, 43 (8), pp. 1152 - 1162.

Angu PE (2019). An Analysis of Ambivalences in First Year Students’ Reflections on the Use of YouTube Videos to Teach Academic and Professional Literacies. International Journal of Learning in Higher Education, 26 (2), pp. 95 - 105.

Angu PE (2019). Living on the Fringes of Life and Death: Somali Migrants, Risky Entrepreneurship and Xenophobia in Cape Town. African Human Mobility Review (Ahmr), 5 (3), pp. 1674 - 1695.

Ernest A. Pineteh (2018): Disrupting Western Epistemic Hegemony in South African Universities: Curriculum Decolonisation, Social Justice, and Agency in Post-Apartheid South Africa.The international Journal of Learner Diversity and Identities, 25 (1-2): 9-22.

Ernest A. Pineteh (2018): Spatial Contestation, Victimisation and Resistance during Xenophobic Violence:
The Experiences of Somali Migrants in Post-Apartheid South Africa. International Migration, 56 (2): 133-145.

Ernest A. Pineteh (2018): Student Voice: Perspectives on Language and Critical Pedagogy in South African Higher Education. Educational Reseaerch for Social Change, 7 (1): 1-12.

Ernest A. Pineteh (2017): Moments of suffering, pain and resilience: Somali refugees’ memories of home and journeys to exile. Cogent Social Sciences, 3 (1): 1-15. IBSS

Ernest A. Pineteh (2017): Illegal aliens and demons that must be exorcised from South Africa: Framing African migrants and xenophobia in post-apartheid narratives. Cogent Social Sciences, 3 (1): 1-13. IBSS

Ernest A. Pineteh & Thecla N. Mulu (2016): Tragic and heroic moments in the lives of forced migrants: memories of political asylum seekers in post-apartheid South Africa. Refuge: Canada’s Journal on Refugees, 32 (3): 63-72. IBSS

Monwabisi, K. Ralarala, Ernest A. Pineteh & Zandile, Mchiza (2016): A study on the language and socio-cultural challenges experienced by international students: A case for Cape Peninsula University of Technology. South African Journal of Higher Education, 30 (4). IBSS & DoHET

Thecla N. Mulu & Ernest A. Pineteh (2016): Approaches to participatory community development in South Africa for small business development. Loyola Journal of Social Sciences, 30 (1): 7-28. IBSS

Ernest A. Pineteh & Thecla N. Mulu (2016): Francophone transnational students, social exclusion and the challenges of adaptation at a South African University of Technology. African Human Mobility Review, 2 (1): 383-403. Peer reviewed

Ernest A. Pineteh (2015): The challenges of living here and there: Conflicting narratives of intermarriage between Cameroonians and South Africans in Johannesburg. African and Black Diaspora: An International Journal, 8 (1): 71-85. IBSS

Ernest A.Pineteh (2014): The academic writing challenges of undergraduate students: A South African case study. International Journal of Higher Education, 3 (1): 12-22. Peer reviewed

Ernest A. Pineteh (2014): An alternative approach for designing and teaching of communication skills to University of Technology students. International Journal of Higher Education, 3 (2): 52-62. Peer reviewed

Ernest A. Pineteh (2011): Spaces of inclusion and exclusion: Dynamics of Cameroonian associations in Johannesburg. African Identities, 9 (4): 401-416. IBSS

Ernest Pineteh (2012): Using virtual interactions to teach communication skills to Information Technology students. British Journal of Educational Technology, 43 (1): 85-96. ISI

Ernest A. Pineteh (2010): Hell or haven: Discordant representations of Johannesburg in testimonies of Cameroonian migrants. African Identities, 8 (1): 69-80. IBSS

Ernest A.Pineteh (2008): Cultural associations, clothing and food as markers of cultural identity in testimonies of Cameroonian forced migrants in Johannesburg. African and Black Diaspora: An International Journal, (1) 1: 87-99. IBSS

Ernest Pineteh (2005): Memories of home and exile: Narratives of Cameroonian asylum seekers in Johannesburg. Journal of Intercultural Studies, 26 (4): 379-399. IBSS