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
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