The politics of postgraduate education: supervising in a troubled world
- Authors: McKenna, Sioux
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434502 , vital:73069 , ISBN 9781991201225 , https://www.google.co.za/books/edition/The_Global_Scholar/KvQ3EAAAQBAJ?hl=enandgbpv=0
- Description: In our rapidly globalising world, "the global scholar" is a key concept for reimagining the roles of academics at the nexus of the global and the local. This book critically explores the implications of the concept for understanding postgraduate studies and supervision. It uses three conceptual lenses - "horizon", "currency" and "trajec-tory" - to organise the thirteen chapters, concluding with a reflection on the implica-tions of Covid-19 for postgraduate studies and supervision. Authors bring their perspectives on the global scholar from a variety of contexts, including South Afri-ca, Australia, the United States, the United Kingdom, Chile, Germany, Cyprus, Kenya and Israel. They explore issues around policy, research and practice, sharing a con-cern with the relation between the local and the global, and a passion for advancing postgraduate studies and supervision.
- Full Text:
- Date Issued: 2021
The practice and design of social-ecological systems research
- Authors: de Vos, Alta , Maciejewski, Kristine , Bodin, Orjan , Norstrom, Albert , Schluter, Maja , Tengo, Maria
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433826 , vital:73003 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: Studying social-ecological systems (SES) can be a challenging task, as explained in Chapter 2. Phenomena of interest and characteristics of SES research result from both social and ecological processes, and complicated feedback dynamics blur the distinction between cause and effect (Young et al. 2006). Furthermore, multiple causal processes may be operating simultaneously, outcomes are strongly influenced by the system’s context and it is difficult to determine system boundaries (Bodin and Prell 2011).
- Full Text:
- Date Issued: 2021
Theorising Active Learning–A Historical Analysis
- Authors: Schudel, Ingrid J
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435072 , vital:73128 , ISBN 9781928502241 , https://library.oapen.org/handle/20.500.12657/64082
- Description: There is no definitive or consensual Education for Sustainable Development (ESD) pedagogy but there is a suite of techniques which, if examined, will reveal similar features and principles. For example, in its ESD sourcebook, Unesco (2012) highlights pedagogies featuring question-orientated, analytical, critical and decisive skills, as well as relational pedagogies with features such as learner-centredness and participation. In its later Roadmap for Implementing the Global Action Programme for Education for Sustainable Development, Unesco calls for pedagogies that support the designing of ‘teaching and learning in an interactive, learner-centred way that enables exploratory, action-oriented and transformative learning’ (Unesco 2014: 12). An international collaborative group–ESD Expert-Net–highlighted the ‘active’ element of ESD arguing that ‘action’ or ‘doing’ elements of learning have traditionally been neglected, and that if ESD practice is to address local and global challenges ‘a strong action component’ is needed (Hoffmann and Rajeswari nd: 9). The notion of ‘active learning’has been of central interest in the Fundisa for Change project. This chapter describes its trajectory of development and use in South African ESD by outlining core features and principles for active learning. This is with a view to positioning the further chapters in this section of the book in relation to national and international research that has influenced the approach of Fundisa for Change. The chapter also serves to inform international interests in active learning.
- Full Text:
- Date Issued: 2021
Urban ecosystem disservices in the Global South
- Authors: Davoren, Elandre , Shackleton, Charlie M
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433780 , vital:73000 , ISBN 978-3-030-67650-6 , https://doi.org/10.1007/978-3-030-67650-6_11
- Description: As much as people benefit from the ecosystem services provided by nature, ecosystem disservices also impact daily lives. This is especially true for many urban communities in the Global South due to (1) the often greater diversity of ecosystem disservices and (2) higher vulnerabilities, which together can lead to greater impacts of ecosystem disservices in many Global South settings. This chapter provides an overview of the current understandings of urban ecosystem disservices and their assessment and management with an emphasis on the Global South, albeit with reference to the Global North where useful. This overview reveals a lack of detailed and systematic empirical research on urban ecosystem disservices generally, but even more so in the Global South, despite the greater diversity and vulnerability in Global South settings. This needs to be acknowledged in urban ecology framings of urban dynamics in the Global South and translated into better integration of both ecosystem services and disservices within common research, policy or management frameworks. It is only through such integration that appropriate context-relevant policy directions and management options can be identified, thereby promoting the wellbeing of urban citizens in the Global South.
- Full Text:
- Date Issued: 2021
What are social-ecological systems and social-ecological systems research
- Authors: Biggs, Reinette , Clements, Hayley , de Vos, Alta , Folke, Carl , Manyani, Amanda , Maciejewski, Kristine , Martin-Lopez, Berta , Preiser, Rika , Selomane, Odirilwe , Schluter, Maja
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433900 , vital:73008 , ISBN 9781000401516 , https://library.oapen.org/handle/20.500.12657/49560
- Description: The period since the Second World War has been marked by rapid and accelerating changes to many aspects of human society and the environment (Clark, Crutzen, and Schellnhuber 2004; Steffen et al. 2011; Steffen et al. 2015a). There is accumulating evidence and rising concern about the potential consequences these changes hold for key Earth system processes at a global scale, and human well-being and prosperity into the future (Krausmann et al. 2013; Steffen et al. 2015b). The Anthropocene, as this new era of extensive human impact on the Earth has come to be known (Crutzen 2006), manifests in a closely intertwined set of social and ecological changes. Technological advances, increasing human population, rising levels of wealth and consumption, and the institutional arrangements we have developed to govern our economies and societies interplay with one another, and drastically affect the Earth’s climate, biological diversity, fresh-water and biogeochemical flows, and levels of novel pollutants in the environment (Steffen et al. 2015a). These environmental changes, in turn, contribute to increasingly frequent and severe droughts (Dai 2013; Trenberth et al. 2014), floods (Milly et al. 2002; Nicholls 2004), heatwaves (Guo et al. 2018; Oliver et al. 2018) and the emergence of novel pathogens such as SARS-CoV-2 (Everard et al. 2020; O ’Callaghan-Gordo and Antò 2020; Schmeller, Courchamp, and Killeen 2020) that can lead to massive societal disruption and hardship, especially among the poor (Wheeler and Von Braun 2013; Barbier and Hochard 2018).
- Full Text:
- Date Issued: 2021
Academic development: Autonomy pathways towards gaining legitimacy
- Authors: Vorster, Jo-Anne E
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445759 , vital:74427 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-16/academic-development-jo-anne-vorster
- Description: Despite playing a critical role in universities grappling with change, practitioners working in the field of academic staff development often struggle with legitimacy. Being a relatively young field in higher education, the challenges faced by these actors are largely un-theorized and under-researched. This chapter explores how academic staff development practitioners at eight universities seek (and gain) legitimacy amongst disciplinary academic peers. Drawing on LCT concepts of ‘autonomy codes’, it analyses practices in terms of the fields from which they come and the purpose to which they are directed. Data include publications by academic developers and interviews with academic developers, academics and senior managers of the eight institutions. The chapter demonstrates how academic developers often struggle to gain legitimacy as they occupy a liminal position between academic or administrative positions in relation to the disciplinary experts they work with. Furthermore, it demonstrates that the most successful academic development work occurs when disciplinary staff view academic development as enabling them to become better teachers. The chapter reveals how legitimacy may be more successfully enabled in the field of academic staff development.
- Full Text:
- Date Issued: 2020
Changing curriculum and teaching practice A practical theory for academic staff development
- Authors: Clarence, Sherran , van Heerden, Martina
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445770 , vital:74428 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-9/changing-curriculum-teaching-practice-sherran-clarence-martina-van-heerden
- Description: An underdeveloped aspect of academic staff development research in higher education is using theory to help academic lecturers to understand and inform their practices, so as to better enable student development and learning. This chapter illustrates how a theorized way of talking about teaching and learning, specifically using the LCT dimension of Semantics, both semantic waves and the semantic plane, may create exciting and productive conversations with academic lecturers. Using two ‘vignettes’ drawn from English Studies and Political Studies, the chapter illustrates how teaching practice and curriculum design can be enhanced by using LCT in academic staff development work, and by extension in curriculum design, teaching and assessment practice.
- Full Text:
- Date Issued: 2020
CSR, Corporate Heritage Identity and Social Learning
- Authors: Ijabadeniyi, Abosede , Lotz-Sisitka, Heila
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436841 , vital:73309 , ISBN 978-981-15-6370-6 , https://doi.org/10.1007/978-981-15-6370-6_8
- Description: Prevailing approaches to the structural challenges of Corporate Social Responsibility (CSR) tend to be monolithic and skewed towards CSR at the organisational level. Albeit, mirroring CSR at the organisational level with activities of practitioners at the social level can offer new reflexive approaches for identifying capabilities for and understanding thresholds of social learning. This chapter maps out how identity perspectives to CSR can offer new approaches for surfacing emergent properties inherent in the uptake of CSR institutionally and in practice. The chapter also presents an overview of the interplay be-tween structure and agency (prescribed and actual CSR practices) and its underlying in-strumental role for illuminating systemic factors which perpetuate such capabilities and thresholds. Using a morphogenetic theo-ry of change, the chapter offers a framework for approaching CSR-based corporate identity. Empirical evidence from the applied framework is thereafter presented, in the context of the agro-processing industry based on a content analysis of an-nual reports, in-depth-interview data generated from four sus-tainability managers and corporate communication officers and the practices of extension and Local Economic Development (LED) officers. The framework demonstrates that companies with a disintegrated CSR identity inherently have more capaci-ty to be change agents. Similarly, a strong corporate heritage identity is not indicative of a reciprocal link between espoused values and activity. Conversely, an enduring corporate herit-age identity may not necessarily be improvisatory for social learning. In conclusion, the chapter gives an overview of a tax-onomy of agential capabilities and associated cognitive re-sources inherent in the interaction between structural-cultural and personal emergent properties, which can initiate the posi-tioning of social learning at the forefront of organisational de-liberations.
- Full Text:
- Date Issued: 2020
Decolonizing the science curriculum: When good intentions are not enough
- 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
Eco-schools as education for sustainable development in rural South Africa
- Authors: Rosenberg, Eureta
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436854 , vital:73310 , ISBN 978-3-030-46820-0 , https://doi.org/10.1007/978-3-030-46820-0_16
- Description: This chapter takes the reader into the context of rural South Africa with a sketch of developmental and educational chal-lenges from the point of view of a young person born here. It goes on to ask whether Eco-Schools has a role in this chal-lenging context, as a vehicle for or form of Education for Sus-tainable Development (ESD). Past Eco-Schools evaluations are reviewed against current educational needs and livelihood opportunities. The findings suggest that Eco-Schools gives teachers greater environmental awareness and motivates pedagogical practices such as active learning in relation to lo-cally relevant issues. Learners develop environmental com-mitment and a sense of agency, and may become more com-mitted to academic learning – all of which is necessary to pre-pare them for thriving in and also improving their socio-ecological contexts. Eco-Schools further supports schools sys-temically through meaningful partnerships with external agen-cies. The conclusion is that attempts should be made to scale up and scale out this impact. In the process, key features of the programme should be preserved. These include a focus on sustainable solutions.
- Full Text:
- Date Issued: 2020
Fertility, childbirth and parenting Defining sexual and gender relations
- Authors: Macleod, Catriona I , Morison, Tracy
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434112 , vital:73032 , ISBN 9781108460903 , https://biblio.co.uk/book/cambridge-handbook-international-psychology-women-fan-ny/d/1521282285?aid=frggad_source=1gclid=CjwKCAjwz42xBhB9EiwA48pT70yXdV4oAp4StC49UDVfIuCISAVjZGdeibEiPkf_CNtGgog6bJ7iDxoCgSIQAvD_BwE
- Description: Major historical shifts in the field of fertility, childbirth and parenting have implications for feminist psychologists working on these topics. These shifts include approaches to sexuality and reproduction: a population control emphasis in the late 1940s, a reproductive rights paradigm in the 1990s, and progression from reproductive rights to reproductive justice. Feminist psychologists must traverse the political landscape created by these broad approaches. In this chapter, we suggest ways in which such engagement may be facilitated through examination of mainstream assumptions and outcomes and the use of nuanced feminist research. Drawing from transnational feminisms, the principles of reproductive justice, and examples of research and interventions in reproductive decisionmaking, abortion, obstetric violence, ‘deviant’ (m)others, early reproduction and contraception, we argue that feminist psychology should attend to both global and crosscutting power relations concerning fertility and reproduction, as well as localised dynamics.
- Full Text:
- Date Issued: 2020
Futurama: Learning design and technology research methods
- Authors: Romero-Hall, Enilda , Correia, Anna P , Branch, Robert M R , Cevik, Yaesemin D , Chen, Bodong , Liu, Juhong C , Tang, Hengtao , Vasconcelos, Lucas , Pallitt, Nicola , Thankachan, Briju
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445923 , vital:74442 , ISBN 9780429260919 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429260919-14/futurama-enilda-romero-hall-ana-paula-correia-robert-maribe-rob-branch-yasemin-demiraslan-cevik-camille-dickson-deane-bodong-chen-juhong-christie-liu-hengtao-tang-lucas-vasconcelos-nicola-pallitt-briju-thankachan
- Description: This chapter serves as an examination and projection of developments in learning design and technology research methods in the next decade and beyond, as provided by scholars and practitioners in the field. These members of the community were asked to focus on the probable nature of learning design research methods in the near future to outline their perspectives on where learning design and technology research is going or ought to be going. “Predictions about the future of the field, in terms of research methods, are optimistic that as scholars our work will push forward with disruptive methods of research that go beyond learning and also address key cultural, socioeconomic, and political issues that are part of education.”
- Full Text:
- Date Issued: 2020
Learning how to theorize in doctoral writing: A tool for teaching and learning
- Authors: Wilmot, Kirsten
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445824 , vital:74435 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-8/learning-theorize-doctoral-writing-kirstin-wilmot
- Description: Doctoral writing is an elusive research practice. Given their size, individuality and disciplinary complexity, analysing doctoral dissertations is a complex task – one that makes defining exact rules for students to follow difficult, if not impossible. In order to open up access to increasingly diverse students, there is a need to make this tacit writing practice explicit. To do so requires a more detailed understanding of what doctoral writing involves. This chapter illustrates an approach that can provide such an understanding. Drawing on the concept of ‘semantic gravity’ from Legitimation Code Theory (LCT), the chapter focuses on a student’s progression from ‘raw’ data description to fully realized theoretical discussions of data. The findings demonstrate how, through the drafting process, specific movements in writing – notably, from strongly contextualized to more abstract meanings – are developed over time. In showcasing these findings, the chapter reveals how LCT is able to make this aspect of doctoral writing explicit and demonstrable to students and supervisors.
- Full Text:
- Date Issued: 2020
Misalignments in assessments: Using Semantics to reveal weaknesses
- 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
Misconceptions and misapplications of student-centered approaches
- Authors: McKenna, Sioux , Quinn, Lynn
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453507 , vital:75259 , ISBN 9780429259371 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429259371-8/misconceptions-misapplications-student-centered-approaches-sioux-mckenna-lynn-quinn
- Description: A 1967 cartoon strip by Bud Blake shows a young boy, Tiger, telling his friend that he has taught his dog, Stripe, to whistle. “I don’t hear him whistling,” says the friend. Tiger explains “I said I taught him. I didn’t say he learned it.” Understanding education in terms of what it is that teachers do at the expense of a focus on how students learn has long been criticized. In 1916, Dewey was calling for more democratic approaches to education which took the student’s context into account. In 1968, Freire called for a major shift away from the “banking model” of education to one that recognized the student’s role in co-constructing knowledge. Despite the long history of such calls, transmission modes of teaching endure. It is thus unsurprising that calls for student-centered learning (SCL) are widespread.
- Full Text:
- Date Issued: 2020
South Africa’s student movement: A Rhodes perspective
- Authors: Knowles, Corinne
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453535 , vital:75261 , ISBN 9781928232902 , https://jacana.co.za/product/from-ivory-towers-to-ebony-towers-transforming-humanities-curricula-in-south-africa-africa-and-african-american-studies/
- Description: This edited volume is a significant academic achievement. The book offers a comparatively enriched account of debates in higher education transformation across South African, African, and African-American epistemic contexts. The text offers perspectives on how the humanities could be reformed in the quest to decolonise curriculum and free the higher education from Eurocentrism.” Aslam Fataar, Distinguished Professor, Stellenbosch University, South Africa “The book’s strength came from its diversity of countries, theories, and histories.
- Full Text:
- Date Issued: 2020
The role of assessment in preparing academic developers for professional practice
- Authors: Quinn, Lynn
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445865 , vital:74438 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-15/role-assessment-preparing-academic-developers-professional-practice-lynn-quinn
- Description: Academic developers are tasked with supporting institutions in times of change. Essential for preparing academic developers for professional practice is enabling them to engage with and integrate existing knowledge with new knowledge, and apply their understandings to new contexts. Focusing on the summative assessment processes and products of a course specifically for academic developers, this chapter shows how cumulative knowledge-building can be achieved in both course design and pedagogy. Drawing on LCT concepts of ‘semantic gravity’ and ‘semantic density’, two high-achieving portfolios were analysed. The analysis indicates that movements between knowledge that is relatively abstract, decontextualized and complex to knowledge that is relatively concrete, context-dependent and simpler, represents a key characteristic of cumulative learning for professional practice courses. The chapter demonstrates how LCT can reveal the tacit ‘rules’ for success in the course, as well as how pedagogic strategies can be designed to achieve the desired outcome.
- Full Text:
- Date Issued: 2020
The social dimensions of biological invasions in South Africa
- Authors: Shackleton, Ross T , Novoa, A , Shackleton, Charlie M
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434000 , vital:73020 , ISBN 978-3-030-32394-3 , https://doi.org/10.1007/978-3-030-32394-3
- Description: This chapter examines current knowledge relating to the human and social dimensions of biological invasions in South Africa. We do so by advancing 12 propositions and examining the evidence for or against each using South African literature. The propositions cover four broad issues: how people cause invasions; how they conceptualise them; effects of invasive species on people; and peoples’ responses to them. The propositions we assess include:(1) intentional introductions were and continue to refiect the social ethos of the time;(2) people go to great lengths to ensure that newly introduced species establish themselves;(3) human-mediated modifications help invasive species to establish;(4) how people think about and study invasive species is strongly shaped by social-ecological contexts;(5) knowledge and awareness of invasive species is low amongst the general public;(6) personal values are the primary factor affecting perceptions of invasive alien species and their control;(7) specific social-ecological contexts mediate how invasive species affect people;(8) research on social effects of invasive species primarily focuses on negative impacts;(9) the negative social impacts of invasive species on local livelihoods are of more concern to people than impacts on biodiversity;(10) people are less willing to manage species regarded as ‘charismatic’;(11) social heterogeneity increases confiicts around the management of biological invasions; and (12) engagement with society is key to successful management. By advancing and questioning propositions, we were able to determine what is known, provide evidence for where gaps lie, and thus identify areas for future research.
- Full Text:
- Date Issued: 2020
‘Nothing so practical as good theory’: Legitimation Code Theory in higher education
- Authors: Winberg, Christine , McKenna, Sioux , Wilmot, Kirsten
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445850 , vital:74437 , ISBN 9781003028215 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003028215-1/nothing-practical-good-theory-christine-winberg-sioux-mckenna-kirstin-wilmot
- Description: Universities are grappling with multiple shifts that have made the processes of supporting student learning and enabling the professional development of academic staff ever more challenging. Common sense approaches abound but do little to address the complexities of the issues being faced in our institutions. This book brings together a rich collection of studies that uses a powerful common framework, Legitimation Code Theory, to attend to these concerns about higher education studies. The chapters provide specific real world examples of how this framework acts as conceptual lenses, analytical tools and as teaching resources to open conversations about how it is we come to know and what it is that is deemed worth knowing. In Part I ‘Student Learning across the Disciplinary Map’, the authors explore ways of understanding and supporting student achievement across different disciplinary contexts – from STEM disciplines and fields to the Arts and Humanities – and at different levels – from introductory higher education courses to doctoral-level studies. Part II, ‘Professional Learning in Higher Education’, takes an in-depth look at academic staff development in higher education. Each chapter in the book focuses on pertinent issues in higher education practice, from how to support an increasingly diverse student body, to how to support university teachers in contexts of rapid change and growth. This chapter provides an introduction to the conversation and offers an entry into the LCT tools used in this collection: Specialization, Semantics and Autonomy.
- Full Text:
- Date Issued: 2020
Academic discourse: An inter-disciplinary dialogue
- Authors: Martin, J R , Maton, Karl , Doran, Y JR
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445880 , vital:74439 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-1/academic-discourse-martin-karl-maton-doran
- Description: This volume has been designed to showcase the cutting-edge of the ever-growing dialogue between systemic functional linguistics (SFL) and Legitimation Code Theory (LCT) and the insights into academic discourse this brings. This opening chapter reviews the foundations of this dialogue and positions the work presented throughout the book within this context. First it steps through the development of SFL work in education, focusing on the register-variable field and how it has been impinged upon by successive developments in Bernstein’s code theory and subsequently LCT. It then introduces how LCT extends and integrates Bernstein’s work to embrace a greater range of phenomena within a more systematic framework. It does this by introducing the dimensions of Specialization and Semantics, and showing the insights these conceptual tools can bring to academic knowledge and academic discourse. Finally, it introduces the chapters that make up the volume and positions them in relation to the ways the LCT–SFL dialogue has driven their understandings. This opening chapter lays the foundations for what is to follow and gives a flavour of energy and explanatory power this dialogue generates.
- Full Text:
- Date Issued: 2019