This article is a part of a larger study that explored the perspectives of Rukwangali education lecturers towards Rukwangali students? critical thinking in academic writing. The main aim is not only to bring into focus the strategies towards lecturing for critical thinking in academic writing but also to highlight some of the barriers to successful integration by Rukwangali language education students in academic writing and also to elicit perceptions that would impede Rukwangali language lecturers to lecture for critical thinking. On the basis of a critical review of literature, claims about the role of critical thinking in higher education are discussed and the synergies concerning critical thinking and academics are discussed. With the growing enthusiasm for critical thinking and academic writing in higher institutions of learning, a plethora of authors around critical thinking and academic writing have claimed that critical thinking and academic writing have a pivotal role in shaping students. Indeed, these concepts are useful for different solicitations. However, there are certain barriers that can prevent students from utilizing critical thinking in academic writing and lecturers from incorporating critical thinking in their content delivery and assessments even if the definitions and approaches exist. A qualitative design was used in the process of data collection and analysis. A purposive sample of four Rukwangali language education lecturers participated in the study. The findings of the study have led to the acknowledgement that the inability of critical thinking in academic writing by students is influenced by a combination of factors such as subject knowledge, authorial voice, the essay genre, parental education, lack of enough efforts from colleges and universities, teacher competence, nature of students, type of learning environment, organizational ethos and resources, content-driven curricula, assessment criteria, inability to translate content and language barrier. Whereas, a lack of training, lack of information, personal beliefs and preconceptions, and time constraints are singled out to be stumbling blocks for Rukwangali lecturers in implementing critical thinking strategies into their lectures. The article concludes by making recommendations that a closer look at these factors and their solutions would be beneficial in making the skill of critical thinking in academic writing more effective in mitigating the inability of students? critical thinking in Rukwangali academic writing at Unam?s Rundu campus.

critical thinking

academic writing

Rukwangali

Rundu Campus