- Title
- I want them to be confident, to build an argument: an exploration of the structure of knowledge and knowers in Political Studies
- Creator
- Hlatshwayo, Mlamuli Nkosingphile
- ThesisAdvisor
- Mckenna, Sioux
- ThesisAdvisor
- Hlengwa, Amanda
- Subject
- Political science -- Study and teaching (Higher) -- South Africa
- Subject
- Education, Higher -- Curricula -- South Africa
- Subject
- Rhodes University. Department of Political Studies
- Date
- 2019
- Type
- text
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD
- Identifier
- http://hdl.handle.net/10962/92392
- Identifier
- vital:30719
- Description
- The 2015-2016 student movements in South African higher education sharply critique what was perceived to be the slow pace of institutional transformation and decolonisation in institutions of higher learning (see Badat, 2016; Heleta, 2016b; Mbembe, 2016). One of the academic fields that has come under scrutiny is Political Studies, which has been accused of being un-transformed, irrelevant and not reflecting local, indigenous scholarship in curricula or pedagogy (see for example Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, 2016). Although this literature critiques neo-colonial predominance of western thought within the field, and the need to re-centre non-Western modes of being, thinking and intellectualising, I argue that this literature actually considers epistemologies without necessarily making a razor sharp critique at the underlying mechanisms and processes of Political Studies knowledge, and the extent to which it can be decolonised and transformed. It is on this gap that I make a contribution to the field.This study is positioned in the field of higher education decolonisation, with a specific focus on exploring knowledge and knower structures in Political Studies. I explore the various ways in which knowledge is valued and legitimated in the field of Political Studies by asking the “how” question – that is, how is knowledge legitimated in Political Studies? This includes a consideration of how the Postgraduate Diploma in International Studies (PDIS) programme, designed to promote and enable an “expert in African International Studies”, legitimates a certain kind of knower in the field. I employ Basil Bernstein’s pedagogic device as a theoretical foundation for exploring 1) what the field of Political Studies knowledge production looks like, 2) how knowledge is recontextualised from the field of production and into the PDIS curriculum, and 3), how that knowledge is legitimated and evaluated through the programnme’s assessment documents, and what they revel as valued and legitimate curriculum knowledge in the field. Karl Maton’s Legitimation Code theory (LCT), specifically Specialisation, is called upon to offer sharp analytical tools for investigating the underlying mechanisms and processes of the knower and knowledge structures that the programme legitimates. It particularly sheds some insight on the kinds of gazes that are valued in the field of Political Studies in general, and in the PDIS programme in particular. The case study for this research is Rhodes University, a historically white university which offered insight and contested history into the kinds of being, knowledges and knowers that were historically legitimated and valued in the institution, as well as the current institutional landscape, and challenges that the institution is grappling with. The data generation included the formally planned curriculum as contained in the programme’s curriculum documents. These included course outlines, seminar critiques, presentations, class participation; class discussions; essay questions and exams/exam portfolio. The data generation also included semi-structured interviews with the lecturers who were regarded as the “recontextualising agents”, who taught in the programme and who offered key insights on some of the curriculum choices regarding selection, pacing, sequencing and evaluation of the curriculum knowledge in the PDIS programme.This study revealed that that the PDIS programmes values and legitimates curriculum knowledge by ensuring that students have a critical understanding of African political economy, war and conflict on the African continent, as well as the challenges of peacekeeping and peace building in new and fragile African states. This was also seen in how the attributes and dispositions of knowers were also valued in how students needed to have social and cultural gazes in order to access the curriculum and to successfully participate as knowers in the field. This suggested that access to both curriculum knowledge and to being a valued knower in the field, could be said to be relatively open and unrestrictive. In this study, I first argue that looking critically at how Political Studies knowledge is recontextualised from the field of production and into the PDIS curriculum can be seen as a decolonising process as it enables us to see the underlying mechanisms and processes of how Political studies knowledge and knowers are valued and legitimated in the field. This offers us an insightful space to see to what extent the fields of production, recontextualisation, as well as reproduction of Political Studies in general, and the PDIS programme in particular, could be said to have a colonising gaze. It also offers insight on how we can go about exploring, transforming and decolonising Political Studies and the PDIS programme. Secondly, exploring the knowledge and knower structures of the PDIS programme can help curriculum designers, lecturers and students identify the knowledge and knower codes of the curriculum, and to critically reflect on their curriculum codes and how to enable epistemological access to students. Furthermore, this study can help lecturers and curriculum designers construct their curriculum in ways that are inclusive, open, and socially just, by being critically aware of the kind of knowledge that they choose to legitimate, and those they choose to disregard in their knowledge recontextualisation and its evaluation.
- Description
- Unyaka wezi 2015-2016 wombhikisho wabafundi eningizimu afrika zemfundo ephakeme umcwaningi nokungabikhona kakhulu ukuthi kube kancane awuhambi zesikhungo kanye decolonisation ezikhungweni of higher learning (bheka badat, nowezi-2016; Heleta, 2016b; Mbembe, nowezi-2016). Enye yenkambu yezemfundo ephakeme ethe yaba ngaphansi kokuhlolisiswa kabanzi izifundo zezombusazwe, ebhekene nezingqinamba zokungashinsthi, ukungabi lusizo endaweni, ukungabi yisithombe somphakathi, nokukungangeneleli isifundo somdabu kwezemfundo noma i-pedagogy (bheka isibonelo Matthews, 2018; Mngomezulu & Hadebe, 2018; Tselapedi, nowezi-2016). Nakuba lo mbhalo ugxeka ineo-kholoni ikakhulukazi imicabango yasentshonalanga, nokudinga ukubuyekezwa indlela yokucabanga nobuhlakani okungasibo baseNtshonalanga. Ngiyaphikisana nokuthi lo mbhalo ubuyekeza i-epistomology ngempela ngaphandle kokucwaninga kabanzi ukusetsenziswa kobuhlakani nolwazi lwezemfundo yombusazwe, kanye nokwandisa izinguquko noshintsho. Ngizophonsa esivivaneni kulolu gebe olulapho. Lolu cwaningo lusesimeni sokwenza izinguquko kwinkundlazwelo yemfundo ephakeme, ikakhulu ukuhlola ulwazi kanye nezakhiwo ze-knower kwezemfundo yombusazwe. Ngibheka izindlela ezahlukene ngolwazi kanye nokuba semthethweni kwinkundlazwelo yezemfundo zombusazwe ngokubuza umbuzo “kanjani”-ngokuthi, ulwazi lubekwa kanjani ngokomthethwo wezemfundo yombusazwe? Lokhu kubandakanya inkokhelo yombuzo wokuthi kwenzakala kanjani ukuthi ipostgraduate Diploma in International Studies (pdis), yenzelwe ukukhuthaza kanye nokuba wumpetha kwi African International studies”, ukwenza semthethweni eminye yenkundlazwelo yama-knower. Ngisebenzisa ithiyori ya Basil Bernstein ukuhlola 1) Ibukeka kanjani inkundla yokuhkiqiza yezemfundo zezombusazwe, 2) ngolwazi lobuhlakani enkundleni lapho nasesikhathini uhlelo lwezemfundo PDIS yenza umkhiqizo kanye 3), futhi ukwazi ukuthi khona lusemthethweni uhlelo nokuhlola, nokuthi yini abayiveza ukuthi isemthethweni kwizifundo zolwazi. Ithiyori ka Karl matonâ legitimation code theory (lct), ikakhulu Specialisation, yiyona enganikeza kafuphi izinsiza zokuphenya indlela kanye nenqubo ye-knower kanye nolwazi lwesakhiwo esisemthethweni. Iveza kabanzi izindlela zokubheka ezisemqoka nezisematheni kwinkundla yezemfundo zombusazwe kanye nohlelo lwe PDIS ikakhulukazi Indawo lapho ngizoqhuba khona lolu cwaningo iNyuvesi yaseRhodes, ngokomlando iNyuvesi yabamhlophe enikezana ukuqonda nokuncintana komlando kokungena kwezinhlobo, ubuhlakani kanye nama-knower omlando osemthethweni kanye nokhethekile kulesi sikhungo, kanjalo ne-Landscape yesikhungo samanje, kanye nezinselelo lesi sikhungo sikahulumeni esibheke nazo. Idatha equkethwe ifaka izifundo ezihleliwe ngokomthetho njengokuba zitholakala ezifundweni ezihleliwe kumbhalo. Lokhu, kubandakanya isifundo esinye, amasemina abuyekeziwe, izethulo, nokubamba iqhaza ekilasini; izingxoxo zekilasi; imibuzo yendaba kanye nezivivinyo / nokuhlolwa kwezivivinyo. Idatha yesizukulwane iphinde ibandakanye izingxoxo ezihleliwe kanye nabafundisi abathathwa njengabantu abayizingcithabuchopho, abafundisiwe kulo mkhakha kanye naba neso ekukhethweni kwamanye amakharikhulamu abhekelele ukuhlunga, i-pacing, ukulandelela kanye nokuhlolwa kwekharikhulamu kulwazi lohlelo i-PDIS Lolu cwaningo ludalule ukuthi izinhlelo ze-PDIS zikubeka emqoka kanye nokubeka emthethweni ubuhlakani bekhurikhulamu ngokucophelela ukuthi abafundi bakuqonda ukubaluleka okulunzulu ngezomnotho wombusazwe wase Afrika, yimpi nokungqubuzana ezwenikazi lase-Afrika, ukugcina ukuthula kanye nezinkinga ekwakheni uxolo kanye nobuthakathaka / nophukayo kwezwekazi i-Afrika. Lokhu futhi kubonakele ngendlela yokubambisana kanye nokuziqhathulula kwama-knower aabalulekile ekufundiseni abafundi ngokudinga kokuba nezenhlalo kanye nesiko ukuze bakwazi ukuthola ikhurikhulamu kanye nokubamba iqhaza ngempumelelo njengama-knower kule nkundla. Lokhu kuchaze ukuthi ukufinyelela kuhlelo lokufunda kanye nokuba yilunga lama-knower, kungaba ukuba babonisane ngendlela evulelekile kanye nengenamkhawulo. Kulolu cwaningo, ngaqala ngabheka kabanzi ngokubalulekile ukuthi izifundo zezombusazwe ngolwazi lobuhlakani kwinkundlazwelo yokukhiqiza kanye nePDIS kungabonwa njengenguquko eyenza ukuba sikwazi ukubona ezinye izindlela zokusebenza kwezemfundo zombusazwe kanye nokubeka phambili ama-knower. Lokhu kusenza sibone ukubaluleka komkhiqizo wale nkundla, ukubuyekezwa kwezobuhlakani, kanye nomkhiqizo wezemfundo zombusazwe, kanye nohlelo lwe PDIS ikakhulukazi, kungathiwa ingaba nokubanjwa kokubheka. Iphinde isambulele kabanzi ukuthi singahlola, sense izinguquko kanye noshintsho kwezemfundo zombusazwe kanye nohlelo lwe PDIS. Okwesibili, ukuhlola ulwazi kanye nezakhiwo ze-knower ze-PDIS kungasiza abaklami bekhurikhulamu, abafundisi kanye nabafunsi ukukwazi ukuhlonza ulwazi nekhurikhulamu yekhodi ye-knower, kanye nokwazi ukubuyekeza kabanzi amakhodi ekhurikhulami yabo kanye nokwazi ukwenza i-epistemology ukuba abafundi bafinyelele kuyo. Ngaphezu kwalokhu, lolu cwaningo lungasiza abafundisi kanye nabaklamu bekhurikhulamu ukuba bakwazi ukwakha ikhurikhulamu yabo ngendlela ekhethekile, evulelekile, ngokwenhlalo nje, okubalulekile ukuthi uhlobo lophi lolwazi abakhetha lube semthethweni, kanye nalabo abakhetha ukungayilandeli inqubomgomo yolwazi kanye nokuhlola.
- Format
- 210 pages, pdf
- Publisher
- Rhodes University, Faculty of Education, Centre for Higher Education Research, Teaching and Learning (CHERTL)
- Language
- English
- Rights
- Hlatshwayo, Mlamuli Nkosingphile
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| Thumbnail | File | Description | Size | Format | |||
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| View Details | SOURCE1 | HLATSHWAYO-TR19-118.pdf | 2 MB | Adobe Acrobat PDF | View Details |