- Title
- From affirmative to transformative approaches to academic development
- Creator
- McKenna, Sioux, Hlengwa, Amanda I, Quinn, Lynn, Vorster, Jo-Anne E
- Subject
- To be catalogued
- Date
- 2022
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/426651
- Identifier
- vital:72375
- Identifier
- xlink:href="https://doi.org/10.1080/13562517.2022.2119077"
- Description
- Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020.“Reframing the Curriculum: A Transformative Approach.” Critical Studies in Education61 (1): 50–65). To be transformative, academic development has to reframe the problem beyond one of poor student retention and throughput. We need to make sense of the conditions from which issues such as poor retention and throughput rates emerge, rather than focusing on mitigating the effects of such conditions within the status quo. Drawing on Fraser’s concept of parity of participation, we suggest that if academic development is to engage in transformative approaches, it needs to adjust the scale of the problem and challenge underpinning assumptions, and thereby review the fitness of universities, curricula and academic development practices for a pluralist society. In sum, a transformative approach to academic development work will entail conceptualising academic development as a political knowledge project.
- Format
- computer, online resource, application/pdf, 1 online resource (14 pages), pdf
- Publisher
- Taylor and Francis
- Language
- English
- Relation
- Teaching in Higher Education, McKenna, S., Hlengwa, A., Quinn, L. and Vorster, J.A., 2022. From affirmative to transformative approaches to academic development. Teaching in Higher Education, 27(8), pp.1005-1017, Teaching in Higher Education volume 27 number 8 p. 209 2022 1470-1294
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
- Rights
- Closed Access
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Collections
Hlengwa, Amanda (Dr)
McKenna, Sioux (Prof)
Quinn, Lynn (Prof Emeritus)
Vorster, Jo-Anne Elizabeth (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
RU Department of Education
SDG 04. Quality Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | From affirmative to transformative approaches to academic development.pdf | 769 KB | Adobe Acrobat PDF | View Details Download |