Beyond epistemology: the challenge of reconceptualising knowledge in higher education
- Luckett, Kathy, Blackie, Margaret A L
- Authors: Luckett, Kathy , Blackie, Margaret A L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426598 , vital:72371 , xlink:href="https://doi.org/10.1080/13562517.2022.2111206"
- Description: In this Point of Departure, we build on the scholarship of Suellen Shay. Shay explored the nature of higher education, examining assessment and the relation between curriculum and knowledge structures across several disciplines. She drew on the work of Bernstein and in her later work responded to the calls for decolonisation. We first contextualise the work of Basil Bernstein and explain its attraction for scholars of education development in the South African HE context. We then provide a brief summary of recent decolonial scholarship. On this basis, we speculate what a critique and caricature of the Bernsteinian tradition by the decolonial school might look like. In turn we offer a caricatured rebuttal by the Bernsteinian school to the decolonial critique. Finally, we pull our argument together and, by drawing on Bhaskar’s critical realism, assert the importance of an adequate theorisation of ontology.
- Full Text:
- Date Issued: 2022
- Authors: Luckett, Kathy , Blackie, Margaret A L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426598 , vital:72371 , xlink:href="https://doi.org/10.1080/13562517.2022.2111206"
- Description: In this Point of Departure, we build on the scholarship of Suellen Shay. Shay explored the nature of higher education, examining assessment and the relation between curriculum and knowledge structures across several disciplines. She drew on the work of Bernstein and in her later work responded to the calls for decolonisation. We first contextualise the work of Basil Bernstein and explain its attraction for scholars of education development in the South African HE context. We then provide a brief summary of recent decolonial scholarship. On this basis, we speculate what a critique and caricature of the Bernsteinian tradition by the decolonial school might look like. In turn we offer a caricatured rebuttal by the Bernsteinian school to the decolonial critique. Finally, we pull our argument together and, by drawing on Bhaskar’s critical realism, assert the importance of an adequate theorisation of ontology.
- Full Text:
- Date Issued: 2022
Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic
- Parker, Daniel M, Vorster, Jo-Anne E, Quinn, Lynn, Blackie, Margaret A L
- Authors: Parker, Daniel M , Vorster, Jo-Anne E , Quinn, Lynn , Blackie, Margaret A L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426662 , vital:72377 , xlink:href="https://www.ajol.info/index.php/cristal/article/view/240803"
- Description: Access to scientific knowledge, and teaching in the sciences, is believed to be about training because scientific knowledge is, generally, specialised. However, for students to gain full epistemological access in the sciences, they also need to be inducted as scientists and learners of science. We use Bernstein’s regulative and instructional discourse to engage with the notion of epistemological access and effectiveness of a foundational science course. We examine how the course can cultivate scientific identities amongst first year students at a recently established South African university. Our analysis assesses the impact of the forced shift from contact teaching to Emergency Remote Teaching due to the COVID-19 pandemic. We demonstrate that the course was able to begin to facilitate the cultivation of different kinds of knowers in science. However, several gaps remain. Thus, we argue that foundational science lecturers should focus on hybrid teaching approaches to promote enhanced learning amongst students.
- Full Text:
- Date Issued: 2022
- Authors: Parker, Daniel M , Vorster, Jo-Anne E , Quinn, Lynn , Blackie, Margaret A L
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426662 , vital:72377 , xlink:href="https://www.ajol.info/index.php/cristal/article/view/240803"
- Description: Access to scientific knowledge, and teaching in the sciences, is believed to be about training because scientific knowledge is, generally, specialised. However, for students to gain full epistemological access in the sciences, they also need to be inducted as scientists and learners of science. We use Bernstein’s regulative and instructional discourse to engage with the notion of epistemological access and effectiveness of a foundational science course. We examine how the course can cultivate scientific identities amongst first year students at a recently established South African university. Our analysis assesses the impact of the forced shift from contact teaching to Emergency Remote Teaching due to the COVID-19 pandemic. We demonstrate that the course was able to begin to facilitate the cultivation of different kinds of knowers in science. However, several gaps remain. Thus, we argue that foundational science lecturers should focus on hybrid teaching approaches to promote enhanced learning amongst students.
- Full Text:
- Date Issued: 2022
Diversity is an asset to science not a threat
- Authors: Blackie, Margaret A L
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426624 , vital:72373 , xlink:href="https://www.jstor.org/stable/48687065"
- Description: In this paper, Critical Realism is used as a theoretical framework to show that diversity is an asset to science not a threat. Critical Realism situates the reliability and reproducibility of science in the realm of the real and thus relocates the notion of “objectivity” from the person of the scientist to the process of science. This means that it no longer necessary to attempt to minimise the person of the scientist in pursuit of rigorous knowledge. The implication is that diversity both in terms of intellectual training (within limits) and in terms of being multicultural, gender, sexuality, multilingual, is revealed to be an asset. This is because the construction of knowledge draws on personal experience and having people with divergent experience interrogating the same problem is more likely to provide a reliable, reproducible solution. In the latter parts of the paper, the implications for teaching are described. In addition, it is demonstrated that this argument can be extended into different knowledge areas.
- Full Text:
- Date Issued: 2021
- Authors: Blackie, Margaret A L
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426624 , vital:72373 , xlink:href="https://www.jstor.org/stable/48687065"
- Description: In this paper, Critical Realism is used as a theoretical framework to show that diversity is an asset to science not a threat. Critical Realism situates the reliability and reproducibility of science in the realm of the real and thus relocates the notion of “objectivity” from the person of the scientist to the process of science. This means that it no longer necessary to attempt to minimise the person of the scientist in pursuit of rigorous knowledge. The implication is that diversity both in terms of intellectual training (within limits) and in terms of being multicultural, gender, sexuality, multilingual, is revealed to be an asset. This is because the construction of knowledge draws on personal experience and having people with divergent experience interrogating the same problem is more likely to provide a reliable, reproducible solution. In the latter parts of the paper, the implications for teaching are described. In addition, it is demonstrated that this argument can be extended into different knowledge areas.
- Full Text:
- Date Issued: 2021
Decolonizing the science curriculum: When good intentions are not enough
- Adendorff, Hanelie, Blackie, Margaret A L
- Authors: Adendorff, Hanelie , Blackie, Margaret A L
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445796 , vital:74433 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-14/decolonizing-science-curriculum-hanelie-adendorff-margaret-blackie
- Description: Universities across the world are facing the need to transform as access is opened up and student cohorts diversify. In the case of South Africa, these calls for transformation are specifically related to ‘decolonization’. Since 2015, South African universities have experienced growing student protests as students mobilize against institutional racism and demand that higher education curricula are decolonized. This chapter uses the LCT specialization plane, which explores the basis of legitimacy in relation to knowledge and knowers, to analyse the content of these calls for decolonization, particularly with respect to science education. The analysis provides a way into real dialogue. Having established what is at stake in the conversation we turn to the ‘autonomy code’ to explore what decolonization might look like in practice and shows why current decolonization attempts might be perceived as perpetuating past injustices. Although focused on the South African context, this chapter offers generalizable principles applicable to any educational institutions undergoing transformation.
- Full Text:
- Date Issued: 2020
- Authors: Adendorff, Hanelie , Blackie, Margaret A L
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445796 , vital:74433 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-14/decolonizing-science-curriculum-hanelie-adendorff-margaret-blackie
- Description: Universities across the world are facing the need to transform as access is opened up and student cohorts diversify. In the case of South Africa, these calls for transformation are specifically related to ‘decolonization’. Since 2015, South African universities have experienced growing student protests as students mobilize against institutional racism and demand that higher education curricula are decolonized. This chapter uses the LCT specialization plane, which explores the basis of legitimacy in relation to knowledge and knowers, to analyse the content of these calls for decolonization, particularly with respect to science education. The analysis provides a way into real dialogue. Having established what is at stake in the conversation we turn to the ‘autonomy code’ to explore what decolonization might look like in practice and shows why current decolonization attempts might be perceived as perpetuating past injustices. Although focused on the South African context, this chapter offers generalizable principles applicable to any educational institutions undergoing transformation.
- Full Text:
- Date Issued: 2020
Misalignments in assessments: Using Semantics to reveal weaknesses
- Rootman-le Grange, Ilsa, Blackie, Margaret A L
- Authors: Rootman-le Grange, Ilsa , Blackie, Margaret A L
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445837 , vital:74436 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-5/misalignments-assessments-ilse-rootman-le-grange-margaret-blackie
- Description: Creating cumulative learning opportunities is a key challenge in all physical sciences. This is particularly the case for introductory university modules that are mandatory for enrolment in more specialized courses. Students are expected to accumulate a foundational base of knowledge, and build on and apply this knowledge to different contexts in later courses. Since assessment is a core learning opportunity, it is important to consider the roles it can play in addressing this challenge. This chapter provides an example of how LCT can be used to evaluate and inform the quality of assessments. Using the example of a chemistry assessment in an introductory course offered to first-year health science students, we draw on LCT concepts of ‘semantic gravity’ and ‘semantic density’ to show how the ability to shift between abstract and highly-condensed meanings and relatively context-dependent meanings in student assessments is indicative of cumulative knowledge-building. Furthermore, analysis reveals how some assessments are not well suited to produce these learning outcomes. As such, the chapter provides insights into how LCT can inform the design of assessments in order to encourage the development of cumulative learning in similar contexts.
- Full Text:
- Date Issued: 2020
- Authors: Rootman-le Grange, Ilsa , Blackie, Margaret A L
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445837 , vital:74436 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-5/misalignments-assessments-ilse-rootman-le-grange-margaret-blackie
- Description: Creating cumulative learning opportunities is a key challenge in all physical sciences. This is particularly the case for introductory university modules that are mandatory for enrolment in more specialized courses. Students are expected to accumulate a foundational base of knowledge, and build on and apply this knowledge to different contexts in later courses. Since assessment is a core learning opportunity, it is important to consider the roles it can play in addressing this challenge. This chapter provides an example of how LCT can be used to evaluate and inform the quality of assessments. Using the example of a chemistry assessment in an introductory course offered to first-year health science students, we draw on LCT concepts of ‘semantic gravity’ and ‘semantic density’ to show how the ability to shift between abstract and highly-condensed meanings and relatively context-dependent meanings in student assessments is indicative of cumulative knowledge-building. Furthermore, analysis reveals how some assessments are not well suited to produce these learning outcomes. As such, the chapter provides insights into how LCT can inform the design of assessments in order to encourage the development of cumulative learning in similar contexts.
- Full Text:
- Date Issued: 2020
Possible futures for science and engineering education
- Blackie, Margaret A L, Le Roux, Kate, McKenna, Sioux
- Authors: Blackie, Margaret A L , Le Roux, Kate , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66796 , vital:28994 , ISSN 1573-174X , https://doi.org/10.1007/s10734-015-9962-y
- Description: Publisher version , From Introduction: The understanding that the science, engineering, technology and mathematics disciplines (STEM) have a significant and directly causal role to play in economic productivity and innovation has driven an increased focus on these fields in higher education. Innovation in this context is a shorthand for the harnessing of the knowledge economy and the provision of products with novel significant ‘added value’. The assumption in both developed and developing economies alike is that STEM will drive national growth (World Bank 2002; UNESCO 2009), and this impacts on demands that universities provide competent graduates in sufficient numbers. However, exactly what ‘competency’ might mean in this context is open to debate.
- Full Text: false
- Date Issued: 2016
- Authors: Blackie, Margaret A L , Le Roux, Kate , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66796 , vital:28994 , ISSN 1573-174X , https://doi.org/10.1007/s10734-015-9962-y
- Description: Publisher version , From Introduction: The understanding that the science, engineering, technology and mathematics disciplines (STEM) have a significant and directly causal role to play in economic productivity and innovation has driven an increased focus on these fields in higher education. Innovation in this context is a shorthand for the harnessing of the knowledge economy and the provision of products with novel significant ‘added value’. The assumption in both developed and developing economies alike is that STEM will drive national growth (World Bank 2002; UNESCO 2009), and this impacts on demands that universities provide competent graduates in sufficient numbers. However, exactly what ‘competency’ might mean in this context is open to debate.
- Full Text: false
- Date Issued: 2016
Engineering Education Research for educational change: the possibilities of critical realism for conceptualising causal mechanicsms in education
- Case, Jennifer, Blackie, Margaret A L
- Authors: Case, Jennifer , Blackie, Margaret A L
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426637 , vital:72374 , xlink:href="https://doi.org/10.1016/j.biocontrol.2013.07.023"
- Description: Engineering Education Research (EER) grew in prominence from the late 1990s as purposes for this field were espoused in relation to the necessity of change for engineering education in the newly globalising world. Arguments centred on overall challenges with recruitment to engineering, specifically in relation to historically underrepresented populations, as well as with the forms of education (both in terms of quality of teaching and relevance of curricula) offered to students, and the needs of employers as reflected in newly-emerged global accreditation systems. In a field that is at least partly directed towards educational change, there is a need to understand how change typically happens in education systems. This article first draws on findings from the sociology of education to show that causality in relation to educational change is complex. It then turns to the philosophy of critical realism for a way of thinking about change that can inform EER, and concludes by outlining how this might change the research questions that drive the field, and how these might be approached.
- Full Text:
- Date Issued: 2013
- Authors: Case, Jennifer , Blackie, Margaret A L
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426637 , vital:72374 , xlink:href="https://doi.org/10.1016/j.biocontrol.2013.07.023"
- Description: Engineering Education Research (EER) grew in prominence from the late 1990s as purposes for this field were espoused in relation to the necessity of change for engineering education in the newly globalising world. Arguments centred on overall challenges with recruitment to engineering, specifically in relation to historically underrepresented populations, as well as with the forms of education (both in terms of quality of teaching and relevance of curricula) offered to students, and the needs of employers as reflected in newly-emerged global accreditation systems. In a field that is at least partly directed towards educational change, there is a need to understand how change typically happens in education systems. This article first draws on findings from the sociology of education to show that causality in relation to educational change is complex. It then turns to the philosophy of critical realism for a way of thinking about change that can inform EER, and concludes by outlining how this might change the research questions that drive the field, and how these might be approached.
- Full Text:
- Date Issued: 2013
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