Knowledge-building: educational studies in Legitimation Code Theory
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book review , text
- Identifier: http://hdl.handle.net/10962/61300 , vital:28013 , http://dx.doi.org/10.1080/14703297.2016.1231751
- Description: A challenge facing higher education researchers, especially those new to the craft of research, is that of moving between theory and data effectively in order to mediate research findings clearly to readers. For postgraduate students and academics publishing their research, working with data and designing effective and fit-for-purpose methodologies can be a challenge. Moreover, this is not necessarily an easy area for supervisors and research mentors to assist with. In addition to researchers, practitioners working in academic development also need ways of using research – either empirical or conceptual – to augment their work with lecturers to improve teaching and learning. There are many handbooks that detail the differences between qualitative, quantitative and mixed-methods research. There are many theoretical texts to choose from. But there are few texts that offer researchers and those mentoring researchers insight into how methodology and theory connect in research studies, as well as practical tools to navigate the chaos of research, bringing theory and data into conversation in relevant and problem-oriented ways that can influence practice effectively. Karl Maton, in his introduction to this edited collection, argues that in spite of many claims within educational and social research for the need to connect research with theory more effectively, ‘the two frequently remain divorced or, at best, not on speaking terms’ (p. 1). The central premise of the book flows from this: we need to move beyond calls for more theory-informed research into education and society towards generating ways of demonstrating enactments of research that bring theory and research together meaningfully. The need for the research we publish to make clear its theoretical and methodological underpinning and enactments is crucial for effecting sustainable and meaningful change in practice within the field. This text, located within the growing field of Legitimation Code Theory (LCT) research, within the broader field of sociology of education, takes a generous step in that direction. Building on Maton’s 2014 text, Knowledge and knowers. Towards a realist sociology of education, this text delves into how LCT concepts – particularly in the dimensions of Specialisation and Semantics – can be enacted within educational research and practice.
- Full Text: false
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book review , text
- Identifier: http://hdl.handle.net/10962/61300 , vital:28013 , http://dx.doi.org/10.1080/14703297.2016.1231751
- Description: A challenge facing higher education researchers, especially those new to the craft of research, is that of moving between theory and data effectively in order to mediate research findings clearly to readers. For postgraduate students and academics publishing their research, working with data and designing effective and fit-for-purpose methodologies can be a challenge. Moreover, this is not necessarily an easy area for supervisors and research mentors to assist with. In addition to researchers, practitioners working in academic development also need ways of using research – either empirical or conceptual – to augment their work with lecturers to improve teaching and learning. There are many handbooks that detail the differences between qualitative, quantitative and mixed-methods research. There are many theoretical texts to choose from. But there are few texts that offer researchers and those mentoring researchers insight into how methodology and theory connect in research studies, as well as practical tools to navigate the chaos of research, bringing theory and data into conversation in relevant and problem-oriented ways that can influence practice effectively. Karl Maton, in his introduction to this edited collection, argues that in spite of many claims within educational and social research for the need to connect research with theory more effectively, ‘the two frequently remain divorced or, at best, not on speaking terms’ (p. 1). The central premise of the book flows from this: we need to move beyond calls for more theory-informed research into education and society towards generating ways of demonstrating enactments of research that bring theory and research together meaningfully. The need for the research we publish to make clear its theoretical and methodological underpinning and enactments is crucial for effecting sustainable and meaningful change in practice within the field. This text, located within the growing field of Legitimation Code Theory (LCT) research, within the broader field of sociology of education, takes a generous step in that direction. Building on Maton’s 2014 text, Knowledge and knowers. Towards a realist sociology of education, this text delves into how LCT concepts – particularly in the dimensions of Specialisation and Semantics – can be enacted within educational research and practice.
- Full Text: false
Farewell to Lawrence Schlemmer: initiator of quality-of-life studies in South Africa
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67175 , vital:29055 , https://doi.org/10.1007/s11205-011-9965-8
- Description: publisher version , Professor Lawrence Schlemmer, affectionately known as Lawrie, was the father of South Africa’s quality-of-life studies and social indicators movement. He died on 26 October 2011 at the age of 75 after a short illness. In 1978, Lawrence marched into my office at the Centre for Applied Social Sciences, University of Natal, brandishing two books. We need to do some work on quality of life in South Africa, he announced, before handing me the volumes. At the time, South Africa’s leaders assumed that smiling black faces meant that South Africans were happy with their lot in life under apartheid. Our surveys were to prove otherwise. That weekend was spent reading cover to cover the classic works by Frank Andrews, Angus Campbell and their colleagues. The next week we pored over lists of concerns voiced by South Africans which we later put to test in the field. In 1982, we submitted our findings by ‘slug’ post to the editor of Social Indicators Research. We received a letter by return mail from Alex Michalos to say he would publish our paper and we should not be too disappointed with our regression results!
- Full Text: false
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67175 , vital:29055 , https://doi.org/10.1007/s11205-011-9965-8
- Description: publisher version , Professor Lawrence Schlemmer, affectionately known as Lawrie, was the father of South Africa’s quality-of-life studies and social indicators movement. He died on 26 October 2011 at the age of 75 after a short illness. In 1978, Lawrence marched into my office at the Centre for Applied Social Sciences, University of Natal, brandishing two books. We need to do some work on quality of life in South Africa, he announced, before handing me the volumes. At the time, South Africa’s leaders assumed that smiling black faces meant that South Africans were happy with their lot in life under apartheid. Our surveys were to prove otherwise. That weekend was spent reading cover to cover the classic works by Frank Andrews, Angus Campbell and their colleagues. The next week we pored over lists of concerns voiced by South Africans which we later put to test in the field. In 1982, we submitted our findings by ‘slug’ post to the editor of Social Indicators Research. We received a letter by return mail from Alex Michalos to say he would publish our paper and we should not be too disappointed with our regression results!
- Full Text: false
Valerie Møller: a pioneer in South African Quality of Life Research
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67205 , vital:29059 , https://doi.org/10.1007/s11482-013-9249-3
- Description: publisher version , Professor Valerie Møller is Professor Emeritus of Quality of Life Studies at Rhodes University, Grahamstown, South Africa. Before that she was director of the Institute of Social and Economic Research at Rhodes University (1998–2006) and headed the Quality of Life Research Unit at the University of KwaZulu-Natal, Durban, South Africa, in the 1990s. She completed her primary school education in North Carolina, USA, and her secondary and tertiary education in Zürich, Switzerland. She earned Lic. Phil and DPhil degrees from the University of Zürich, majoring in sociology. She has lived and worked in Southern Africa since 1972. Together with the late Professor Lawrence Schlemmer she developed the first survey instruments to measure objective and subjective well-being among South Africans from all walks of life. The South African Quality of Life Trends Study has tracked happiness and life satisfaction from apartheid to the transition to democracy (1983–2012).
- Full Text: false
- Authors: Moller, Valerie
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67205 , vital:29059 , https://doi.org/10.1007/s11482-013-9249-3
- Description: publisher version , Professor Valerie Møller is Professor Emeritus of Quality of Life Studies at Rhodes University, Grahamstown, South Africa. Before that she was director of the Institute of Social and Economic Research at Rhodes University (1998–2006) and headed the Quality of Life Research Unit at the University of KwaZulu-Natal, Durban, South Africa, in the 1990s. She completed her primary school education in North Carolina, USA, and her secondary and tertiary education in Zürich, Switzerland. She earned Lic. Phil and DPhil degrees from the University of Zürich, majoring in sociology. She has lived and worked in Southern Africa since 1972. Together with the late Professor Lawrence Schlemmer she developed the first survey instruments to measure objective and subjective well-being among South Africans from all walks of life. The South African Quality of Life Trends Study has tracked happiness and life satisfaction from apartheid to the transition to democracy (1983–2012).
- Full Text: false
Poets and the bells of Shandon
- Authors: Lewis, Colin A
- Date: 2007
- Language: English
- Type: Article
- Identifier: vital:6176 , http://hdl.handle.net/10962/d1012369 , http://www.ringingworld.co.uk
- Description: Colin Lewis was Professor of Geography at Rhodes University, Grahamstown, South Africa from 1989 until his retirement at the end of 2007. In 1990, with the strong support of the incumbent Vice-Chancellor, Dr Derek Henderson, he instigated the Certificate in Change Ringing (Church Bell Ringing) in the Rhodes University Department of Music and Musicology - the first such course to be offered in Africa. Since that date he has lectured in the basic theory, and taught the practice of change ringing. He is the Ringing Master of the Cathedral of St Michael and St George, Grahamstown, South Africa.
- Full Text: false
- Authors: Lewis, Colin A
- Date: 2007
- Language: English
- Type: Article
- Identifier: vital:6176 , http://hdl.handle.net/10962/d1012369 , http://www.ringingworld.co.uk
- Description: Colin Lewis was Professor of Geography at Rhodes University, Grahamstown, South Africa from 1989 until his retirement at the end of 2007. In 1990, with the strong support of the incumbent Vice-Chancellor, Dr Derek Henderson, he instigated the Certificate in Change Ringing (Church Bell Ringing) in the Rhodes University Department of Music and Musicology - the first such course to be offered in Africa. Since that date he has lectured in the basic theory, and taught the practice of change ringing. He is the Ringing Master of the Cathedral of St Michael and St George, Grahamstown, South Africa.
- Full Text: false
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