Investigating the nature of epistemological access afforded by a first-year chemistry intervention programme : towards a pedagogy of possibility!
- Southwood, Sue, Samson, Duncan, Sewry, Joyce D
- Authors: Southwood, Sue , Samson, Duncan , Sewry, Joyce D
- Date: 2012
- Language: English
- Type: Article
- Identifier: vital:6083 , http://hdl.handle.net/10962/d1003918 , http://hdl.handle.net/10520/EJC132134
- Description: This paper describes a study motivated by a general concern to capture innovative and effective practice in higher education, supporting a move towards a ‘pedagogy of possibility’, ‘understanding who we are and what we do’, opening up ‘new ways of being in the university’ (Boughey, 2010). The research seeks to investigate the nature of epistemological access afforded by a first-year chemistry intervention programme, with an ultimate aim of contributing to the development of effective spaces for learning in higher education. The study is regarded as dynamic in terms of its emergence from, and its intended contribution to, practice. The outcome of this somewhat emergent process not only suggests relevant and useful insights into educational practice in higher education but also offers an appropriate and meaningful model for conducting research in higher education. This research contributes to the field both pedagogically as well as methodologically.
- Full Text:
- Date Issued: 2012
- Authors: Southwood, Sue , Samson, Duncan , Sewry, Joyce D
- Date: 2012
- Language: English
- Type: Article
- Identifier: vital:6083 , http://hdl.handle.net/10962/d1003918 , http://hdl.handle.net/10520/EJC132134
- Description: This paper describes a study motivated by a general concern to capture innovative and effective practice in higher education, supporting a move towards a ‘pedagogy of possibility’, ‘understanding who we are and what we do’, opening up ‘new ways of being in the university’ (Boughey, 2010). The research seeks to investigate the nature of epistemological access afforded by a first-year chemistry intervention programme, with an ultimate aim of contributing to the development of effective spaces for learning in higher education. The study is regarded as dynamic in terms of its emergence from, and its intended contribution to, practice. The outcome of this somewhat emergent process not only suggests relevant and useful insights into educational practice in higher education but also offers an appropriate and meaningful model for conducting research in higher education. This research contributes to the field both pedagogically as well as methodologically.
- Full Text:
- Date Issued: 2012
The Academic Freedom Lecture: Daantjie Oosthuizen Memorial Lecture - Rhodes University 1990
- Slabbert, Frederik van Zyl, 1940-2010
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1990
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/291 , vital:19945
- Description: In South Africa, Academic Freedom Lectures usually take place within the context of the Regime/State vs the University. They are largely confined to English/Liberal Universities and are seen as a protest against the Extention of the University Education Act of 1959. Academic Freedom lectures reflect a concern with the Regime/State's encroachment on the presumed autonomy of a University, ideological dogmatism, authoritarianism, repression and obviously in the South African case, racism and exploitation.
- Full Text:
- Date Issued: 1990
- Authors: Slabbert, Frederik van Zyl, 1940-2010
- Date: 1990
- Subjects: Academic Freedom -- South Africa
- Language: English
- Type: text
- Identifier: http://hdl.handle.net/10962/291 , vital:19945
- Description: In South Africa, Academic Freedom Lectures usually take place within the context of the Regime/State vs the University. They are largely confined to English/Liberal Universities and are seen as a protest against the Extention of the University Education Act of 1959. Academic Freedom lectures reflect a concern with the Regime/State's encroachment on the presumed autonomy of a University, ideological dogmatism, authoritarianism, repression and obviously in the South African case, racism and exploitation.
- Full Text:
- Date Issued: 1990
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