1stWeEat! The story of a food gardening intervention in Makhanda’s ECD centres
- Olvitt, Lausanne, Green, Nicola, Ntlabezo, Sisesakhe
- Authors: Olvitt, Lausanne , Green, Nicola , Ntlabezo, Sisesakhe
- Date: 2024
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/401198 , vital:69713 , ISBN 978-0-7961-2949-9 , DOI http://doi.org/10.21504/10962/401198
- Description: No abstract yet
- Full Text:
- Date Issued: 2024
- Authors: Olvitt, Lausanne , Green, Nicola , Ntlabezo, Sisesakhe
- Date: 2024
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/401198 , vital:69713 , ISBN 978-0-7961-2949-9 , DOI http://doi.org/10.21504/10962/401198
- Description: No abstract yet
- Full Text:
- Date Issued: 2024
The nexus between COVID-19 and sexual and reproductive health of adolescents: Bringing adolescents ‘home’
- Kangaude, Godfrey, Macleod, Catriona I
- Authors: Kangaude, Godfrey , Macleod, Catriona I
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434171 , vital:73036 , ISBN 9781032671420 , https://www.routledge.com/COVID-19-and-the-Right-to-Health-in-Africa/Durojaye-Mahadew/p/book/9781032671420?_ga=1281847179.1711584000
- Description: The devastating impact of the COVID-19 virus is well-documented. The disease was less severe among young people than in the older population. The effect on adolescents was primarily due to government measures to curb the pandemic, including lockdowns that disrupted social, education, and health services and diverted resources away from sexual and reproductive health. Young people lost or had limited access to sexual and reproductive health services and comprehensive sexuality education. They experienced the loss of financial and emotional support and parental care because of sick adults and caregivers. Young persons also lost time with friends and in developmental tasks associated with adolescence, such as exploring intimate relationships and forming identities outside the home. Government-imposed lockdowns and isolation measures revealed how being home can be problematic for young people, despite the concept of ‘home’ suggesting safety, security, and nurturance. Of particular concern were sexual and gender-based violence in the home and the increase in teenage pregnancies. In this chapter, we engage with the notion of home and how all institutions with which the adolescent interacts, especially family and school, should be a ‘home’: A place of belonging and acceptance because adolescence is a critical time for the emergence of sexual identity.
- Full Text:
- Date Issued: 2024
- Authors: Kangaude, Godfrey , Macleod, Catriona I
- Date: 2024
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434171 , vital:73036 , ISBN 9781032671420 , https://www.routledge.com/COVID-19-and-the-Right-to-Health-in-Africa/Durojaye-Mahadew/p/book/9781032671420?_ga=1281847179.1711584000
- Description: The devastating impact of the COVID-19 virus is well-documented. The disease was less severe among young people than in the older population. The effect on adolescents was primarily due to government measures to curb the pandemic, including lockdowns that disrupted social, education, and health services and diverted resources away from sexual and reproductive health. Young people lost or had limited access to sexual and reproductive health services and comprehensive sexuality education. They experienced the loss of financial and emotional support and parental care because of sick adults and caregivers. Young persons also lost time with friends and in developmental tasks associated with adolescence, such as exploring intimate relationships and forming identities outside the home. Government-imposed lockdowns and isolation measures revealed how being home can be problematic for young people, despite the concept of ‘home’ suggesting safety, security, and nurturance. Of particular concern were sexual and gender-based violence in the home and the increase in teenage pregnancies. In this chapter, we engage with the notion of home and how all institutions with which the adolescent interacts, especially family and school, should be a ‘home’: A place of belonging and acceptance because adolescence is a critical time for the emergence of sexual identity.
- Full Text:
- Date Issued: 2024
Digitalisation and Transformative Learning for Sustainable Futures in Rural Africa Leaving No One Behind
- Shetye, Nyanta, Lotz-Sisitka, Heila, Albrecht, Eike, Durr, Sarah, Marx, Dirk, Chirambo, Dumisani, Metelerkamp, Luke, van Zyl-Bulitta, Verena
- Authors: Shetye, Nyanta , Lotz-Sisitka, Heila , Albrecht, Eike , Durr, Sarah , Marx, Dirk , Chirambo, Dumisani , Metelerkamp, Luke , van Zyl-Bulitta, Verena
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435263 , vital:73143 , ISBN 9781928502241 , https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003274322-14/digitalisation-transformative-learning-sustainable-futures-rural-africa-niyanta-shetye-heila-lotz-sisitka-eike-albrecht-sarah-durr-dirk-marx-dumisani-chirambo-luke-metelerkamp-verena-van-zyl-bulitta
- Description: This chapter assesses the use of Information and Telecommunication Technologies (ICTs) for social and community learning to achieve sustainable development in rural communities in Africa. It focuses on new and emerging trends in the cooperation between the African Union and European Union (AU–EU) and links two thematic areas; namely green transitions and digital transformations. The chapter highlights low-cost and effective digital learning solutions. It is based on a literature review and cases that provide insight into potential AU–EU cooperation and the “leave no one behind” agenda. The chapter argues that in addition to digital technology transfer, innovation and investments are needed in building a learning-centred support for green transitioning and digital cooperation. Hence, we focus on transformative learning opportunities and informal Education for Sustainable Development (ESD). In response to ICTs becoming a catalyst for such a transformation, we seek insights into how constructive AU–EU cooperation and co-learning can pave ways for societal transformations, particularly in rural communities.
- Full Text:
- Date Issued: 2022
- Authors: Shetye, Nyanta , Lotz-Sisitka, Heila , Albrecht, Eike , Durr, Sarah , Marx, Dirk , Chirambo, Dumisani , Metelerkamp, Luke , van Zyl-Bulitta, Verena
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435263 , vital:73143 , ISBN 9781928502241 , https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003274322-14/digitalisation-transformative-learning-sustainable-futures-rural-africa-niyanta-shetye-heila-lotz-sisitka-eike-albrecht-sarah-durr-dirk-marx-dumisani-chirambo-luke-metelerkamp-verena-van-zyl-bulitta
- Description: This chapter assesses the use of Information and Telecommunication Technologies (ICTs) for social and community learning to achieve sustainable development in rural communities in Africa. It focuses on new and emerging trends in the cooperation between the African Union and European Union (AU–EU) and links two thematic areas; namely green transitions and digital transformations. The chapter highlights low-cost and effective digital learning solutions. It is based on a literature review and cases that provide insight into potential AU–EU cooperation and the “leave no one behind” agenda. The chapter argues that in addition to digital technology transfer, innovation and investments are needed in building a learning-centred support for green transitioning and digital cooperation. Hence, we focus on transformative learning opportunities and informal Education for Sustainable Development (ESD). In response to ICTs becoming a catalyst for such a transformation, we seek insights into how constructive AU–EU cooperation and co-learning can pave ways for societal transformations, particularly in rural communities.
- Full Text:
- Date Issued: 2022
Refining youth sexualities empowerment programmes: The development of the Masizixhobise Toolkit based on a critical sexual and reproductive citizenship framework
- Macleod, Catriona I, Moore, Sarah-Ann
- Authors: Macleod, Catriona I , Moore, Sarah-Ann
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434158 , vital:73035 , ISBN 9781003139782 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003139782-15/refining-youth-sexualities-empowerment-programmes-catriona-ida-macleod-sarah-moore
- Description: Youth sexualities programmes frequently focus on empowering young people in relation to sexual decision-making and interactions. Within these programmes, however, empowerment is mostly equated with the individualised concepts of self-efficacy and agency to the exclusion of interpersonal and social (i.e. collective) components. Resultantly, the social justice aspects of empowerment may be overlooked. Noting this, some researchers have argued for the adoption of a broader, integrative conceptualisation of empowerment. Macleod’s and Vincent’s critical sexual and reproductive citizenship (CSRC) framework provides such a conceptualisation. This framework draws from feminist re-workings of the principles of citizenship and applies these to understandings of CSRC. Based on this framework, key issues for consideration in programmes are: sexual and reproductive citizenship as status and practice; situated agency; differentiated universalism; the interweaving of the private and public; and the politics of recognition, redistribution and reparation. This chapter discusses the development of a programme refinement toolkit based on a CSRC framework, named the Masizixhobise Toolkit; how the elements outlined above were operationalised into questions; an illustrative example; and the partnership formed with a youth empowerment non-governmental organisation in developing the toolkit.
- Full Text:
- Date Issued: 2022
- Authors: Macleod, Catriona I , Moore, Sarah-Ann
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434158 , vital:73035 , ISBN 9781003139782 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781003139782-15/refining-youth-sexualities-empowerment-programmes-catriona-ida-macleod-sarah-moore
- Description: Youth sexualities programmes frequently focus on empowering young people in relation to sexual decision-making and interactions. Within these programmes, however, empowerment is mostly equated with the individualised concepts of self-efficacy and agency to the exclusion of interpersonal and social (i.e. collective) components. Resultantly, the social justice aspects of empowerment may be overlooked. Noting this, some researchers have argued for the adoption of a broader, integrative conceptualisation of empowerment. Macleod’s and Vincent’s critical sexual and reproductive citizenship (CSRC) framework provides such a conceptualisation. This framework draws from feminist re-workings of the principles of citizenship and applies these to understandings of CSRC. Based on this framework, key issues for consideration in programmes are: sexual and reproductive citizenship as status and practice; situated agency; differentiated universalism; the interweaving of the private and public; and the politics of recognition, redistribution and reparation. This chapter discusses the development of a programme refinement toolkit based on a CSRC framework, named the Masizixhobise Toolkit; how the elements outlined above were operationalised into questions; an illustrative example; and the partnership formed with a youth empowerment non-governmental organisation in developing the toolkit.
- Full Text:
- Date Issued: 2022
Academic development: Autonomy pathways towards gaining legitimacy
- Authors: Vorster, Jo-Anne A
- 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
- Authors: Vorster, Jo-Anne A
- 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
African Foreign Policies: Selecting signifiers to explain agency
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Subjects: Africa Foreign relations 1960- , Africa Politics and government 1960-
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161716 , vital:40657 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size. In the past, African foreign policy has largely been considered within the context of reactions to the international or global 'external factor'. This ground-breaking book, however, looks at how foreign policy has been crafted and used in response not just to external, but also, mainly, domestic imperatives or (theoretical) signifiers. As such, it narrates individual and changing foreign policy orientations over time - and as far back as independence - with mainly African-based scholars who present their own constructs of what is a useful theoretical narrative regarding foreign policy on the continent - how theory is adapted to local circumstance or substituted for continentally based ontologies. The book therefore contends that the African experience carries valuable import for expanding general understandings of foreign policy in general. This book will be of key interest to scholars and students of Foreign Policy Analysis, Foreign Policy Studies, African International Relations/Politics/Studies, Diplomacy and more broadly to International Relations. , Introduction / Paul-Henri Bischoff -- What Next? Past and present African foreign policy concepts and practices / Paul-Henri Bischoff -- The African Union as a Foreign Policy Player: African Agency in International Cooperation / Tshepo Gwatiwa -- Unprincipled Pragmatism and Anti-Imperialist Impulses in an Interconnected World: The Zuma Presidency, 2009-2017 / Mzukisi Qobo -- Towards A Strategic Culture Approach to Understanding and Conceptualising Ethiopia's Foreign Policy Towards Israel and the Middle Eastern Arab Countries / Makonnen Tesfaye -- Nigeria's Foreign Policy and Intervention Behaviour in Africa: What Role for Agency? / Olumuyiwa Amao -- Zimbabwe and New Signifiers: Towards a cultural political economy of Foreign Policy Making / Mike Mavura -- Realist Conceptions of Kenya's Foreign Policy and Foreign Policy Behaviour: A Theoretical and Contextual Disposition / Korwa Gombe Adar and Mercy Kathambi Kaburu -- Addressing the Conceptual Void of African Small State Foreign Policy in Orthodox Theory: A Case Study of Botswana's Principled Pragmatism / Kabelo M. Mahupela -- Tunisia's Foreign Policy Towards France Before and After an Undemanding 'Revolution': A Theoretical Explanation of the An-Nahdha-led Interim Governments' Soft Policy / Ahmed Ali Salem -- Straddling Between Convergence and Divergence: A Constructivist's View of Malawi's Foreign Policy in Post-independence Africa / Eugenio Njoloma -- Strategies of a Small State Between Realism and Liberalism: Sixty Years of Guinea's Diplomacy and Foreign Policy (1958-2018) / Issaka K. Souaré -- Rethinking SADC's Collective Policymaking Processes on External Relations and Non-state Participation for Region-building / Cecilia Lwiindi Nedziwe -- Towards an Understanding of the Interplay Between Ghana's Foreign and Defence Policies / Kwesi Aning and Kwaku Danso -- Conclusion / Paul-Henri Bischoff
- Full Text:
- Date Issued: 2020
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Subjects: Africa Foreign relations 1960- , Africa Politics and government 1960-
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161716 , vital:40657 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size. In the past, African foreign policy has largely been considered within the context of reactions to the international or global 'external factor'. This ground-breaking book, however, looks at how foreign policy has been crafted and used in response not just to external, but also, mainly, domestic imperatives or (theoretical) signifiers. As such, it narrates individual and changing foreign policy orientations over time - and as far back as independence - with mainly African-based scholars who present their own constructs of what is a useful theoretical narrative regarding foreign policy on the continent - how theory is adapted to local circumstance or substituted for continentally based ontologies. The book therefore contends that the African experience carries valuable import for expanding general understandings of foreign policy in general. This book will be of key interest to scholars and students of Foreign Policy Analysis, Foreign Policy Studies, African International Relations/Politics/Studies, Diplomacy and more broadly to International Relations. , Introduction / Paul-Henri Bischoff -- What Next? Past and present African foreign policy concepts and practices / Paul-Henri Bischoff -- The African Union as a Foreign Policy Player: African Agency in International Cooperation / Tshepo Gwatiwa -- Unprincipled Pragmatism and Anti-Imperialist Impulses in an Interconnected World: The Zuma Presidency, 2009-2017 / Mzukisi Qobo -- Towards A Strategic Culture Approach to Understanding and Conceptualising Ethiopia's Foreign Policy Towards Israel and the Middle Eastern Arab Countries / Makonnen Tesfaye -- Nigeria's Foreign Policy and Intervention Behaviour in Africa: What Role for Agency? / Olumuyiwa Amao -- Zimbabwe and New Signifiers: Towards a cultural political economy of Foreign Policy Making / Mike Mavura -- Realist Conceptions of Kenya's Foreign Policy and Foreign Policy Behaviour: A Theoretical and Contextual Disposition / Korwa Gombe Adar and Mercy Kathambi Kaburu -- Addressing the Conceptual Void of African Small State Foreign Policy in Orthodox Theory: A Case Study of Botswana's Principled Pragmatism / Kabelo M. Mahupela -- Tunisia's Foreign Policy Towards France Before and After an Undemanding 'Revolution': A Theoretical Explanation of the An-Nahdha-led Interim Governments' Soft Policy / Ahmed Ali Salem -- Straddling Between Convergence and Divergence: A Constructivist's View of Malawi's Foreign Policy in Post-independence Africa / Eugenio Njoloma -- Strategies of a Small State Between Realism and Liberalism: Sixty Years of Guinea's Diplomacy and Foreign Policy (1958-2018) / Issaka K. Souaré -- Rethinking SADC's Collective Policymaking Processes on External Relations and Non-state Participation for Region-building / Cecilia Lwiindi Nedziwe -- Towards an Understanding of the Interplay Between Ghana's Foreign and Defence Policies / Kwesi Aning and Kwaku Danso -- Conclusion / Paul-Henri Bischoff
- Full Text:
- Date Issued: 2020
Changing curriculum and teaching practice A practical theory for academic staff development
- Clarence, Sherran, van Heerden, Martina
- 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
- 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
Conclusion: The diversity of contemporary African foreign policy: Selecting Signifiers to explain Agency
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161681 , vital:40654 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size.
- Full Text:
- Date Issued: 2020
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161681 , vital:40654 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size.
- Full Text:
- Date Issued: 2020
Decolonisation of nature in towns and cities of South Africa:
- Cocks, Michelle L, Shackleton, Charlie M, Walsh, Lindsey S, Haynes, Duncan, Manyani, Amanda, Radebe, Dennis
- Authors: Cocks, Michelle L , Shackleton, Charlie M , Walsh, Lindsey S , Haynes, Duncan , Manyani, Amanda , Radebe, Dennis
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175720 , vital:42618 , ISBN 9781000215182
- Description: Ways of conceptualising the world around us and being in this world are defined by an ontological understanding. Within a Eurocentric ideological understanding, nature is positioned to be opposite to culture, ie, nature is considered as “other” of which humans are not a part. Modernity is perceived as the antithesis of nature as processes of production, metabolism and expansion of modern cities represent attempts to tame and control nature. In turn, cities have become viewed as agents of development and change, promoting ideals of progress, thinking and innovation (Jayne 2005). Eurocentric ideals are framed as the forerunners of these processes and have come to influence international policies, global governance, alliances and networks which have in turn informed the design and governance of cities and influenced all aspects of urban liveability (Bouteligier 2011), including how urban natures are defined and constructed and the wellbeing benefits derived from them.
- Full Text:
- Date Issued: 2020
- Authors: Cocks, Michelle L , Shackleton, Charlie M , Walsh, Lindsey S , Haynes, Duncan , Manyani, Amanda , Radebe, Dennis
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175720 , vital:42618 , ISBN 9781000215182
- Description: Ways of conceptualising the world around us and being in this world are defined by an ontological understanding. Within a Eurocentric ideological understanding, nature is positioned to be opposite to culture, ie, nature is considered as “other” of which humans are not a part. Modernity is perceived as the antithesis of nature as processes of production, metabolism and expansion of modern cities represent attempts to tame and control nature. In turn, cities have become viewed as agents of development and change, promoting ideals of progress, thinking and innovation (Jayne 2005). Eurocentric ideals are framed as the forerunners of these processes and have come to influence international policies, global governance, alliances and networks which have in turn informed the design and governance of cities and influenced all aspects of urban liveability (Bouteligier 2011), including how urban natures are defined and constructed and the wellbeing benefits derived from them.
- Full Text:
- Date Issued: 2020
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
Futurama: Learning design and technology research methods
- 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
- 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
- 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
Introduction:
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161700 , vital:40655 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size.
- Full Text:
- Date Issued: 2020
- Authors: Bischoff, Paul, 1954-
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/161700 , vital:40655 , ISBN 9780367348281 , https://www.routledge.com/African-Foreign-Policies-Selecting-Signifiers-to-Explain-Agency/Bischoff/p/book/9780367348281
- Description: This book explores, at a time when several powers have become serious players on the continent, aspects of African agency, past and present, by African writers on foreign policy, representative of geography, language and state size.
- 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
- 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
- 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
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
- 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
Situating biocultural relations in city and townscapes:
- Cocks, Michelle L, Shackleton, Charlie M
- Authors: Cocks, Michelle L , Shackleton, Charlie M
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175733 , vital:42619 , ISBN 9781000215182
- Description: The different geographic regions represented in the book have brought to the fore the diversity of ways in which nature is conceptualised, which have in turn influenced the types of nature found in urban areas. Through processes of urbanisation, colonialism, immigration and migration a diversity of cultural groups now live in urban areas and consequently, biocultural relationships have been suppressed, reshaped or enriched. Accordingly, a diversity of uses, experiences, cosmologies, interactions and engagement with the nature are now found which, for many, offer opportunities to strengthen a sense of wellbeing and belonging. Within these diversities of ontological framings of nature and ways of being, conflicting tensions emerge which are further impacted upon by micro and macro social, economic and political processes.
- Full Text:
- Date Issued: 2020
- Authors: Cocks, Michelle L , Shackleton, Charlie M
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175733 , vital:42619 , ISBN 9781000215182
- Description: The different geographic regions represented in the book have brought to the fore the diversity of ways in which nature is conceptualised, which have in turn influenced the types of nature found in urban areas. Through processes of urbanisation, colonialism, immigration and migration a diversity of cultural groups now live in urban areas and consequently, biocultural relationships have been suppressed, reshaped or enriched. Accordingly, a diversity of uses, experiences, cosmologies, interactions and engagement with the nature are now found which, for many, offer opportunities to strengthen a sense of wellbeing and belonging. Within these diversities of ontological framings of nature and ways of being, conflicting tensions emerge which are further impacted upon by micro and macro social, economic and political processes.
- 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
- 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
Urban nature and biocultural realities:
- Shackleton, Charlie M, Cocks, Michelle L
- Authors: Shackleton, Charlie M , Cocks, Michelle L
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175709 , vital:42617 , ISBN 9781000215182
- Description: There is no longer any doubt that an important component of and contributor to human wellbeing is the natural environment in which people live, work and relax (Summers et al. 2012). Whilst initial ideas of human wellbeing, early in the second half of the 20th century, focussed on objective measures that could be quantified and contribute to humans’ basic needs, they have evolved a great deal since, despite the lack of consensus on a precise definition of human wellbeing (Summers et al. 2012). Over the last five decades the conceptions of human wellbeing have become more complex and inclusive of the more subjective and less tangible components of human existence, including the natural environment (King et al. 2014).
- Full Text:
- Date Issued: 2020
- Authors: Shackleton, Charlie M , Cocks, Michelle L
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175709 , vital:42617 , ISBN 9781000215182
- Description: There is no longer any doubt that an important component of and contributor to human wellbeing is the natural environment in which people live, work and relax (Summers et al. 2012). Whilst initial ideas of human wellbeing, early in the second half of the 20th century, focussed on objective measures that could be quantified and contribute to humans’ basic needs, they have evolved a great deal since, despite the lack of consensus on a precise definition of human wellbeing (Summers et al. 2012). Over the last five decades the conceptions of human wellbeing have become more complex and inclusive of the more subjective and less tangible components of human existence, including the natural environment (King et al. 2014).
- Full Text:
- Date Issued: 2020
Urban Nature: Enriching Belonging, Wellbeing and Bioculture
- Cocks, Michelle L, Shackleton, Charlie M
- Authors: Cocks, Michelle L , Shackleton, Charlie M
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175698 , vital:42616 , ISBN 9781000215182
- Description: This book showcases the diversity of ways in which urban residents from varying cultural contexts view, interact, engage with and give meaning to urban nature, aiming to counterbalance the dominance of Western depictions and values of urban nature and design. Urban nature has up to now largely been defined, planned and managed in a way that is heavily dominated by Western understandings, values and appreciations, which has spread through colonialism and globalisation. As cities increasingly represent a diversity of cultures, and urban nature is being increasingly recognised as contributing to residents' wellbeing, belonging and overall quality of life, it is important to consider the numerous ways in which urban nature is understood and appreciated. This collection of case studies includes examples from Africa, Asia, Europe, North and South America, and reflects on the multi-dimensional aspects of engagements with urban nature through a biocultural diversity lens.
- Full Text:
- Date Issued: 2020
- Authors: Cocks, Michelle L , Shackleton, Charlie M
- Date: 2020
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/175698 , vital:42616 , ISBN 9781000215182
- Description: This book showcases the diversity of ways in which urban residents from varying cultural contexts view, interact, engage with and give meaning to urban nature, aiming to counterbalance the dominance of Western depictions and values of urban nature and design. Urban nature has up to now largely been defined, planned and managed in a way that is heavily dominated by Western understandings, values and appreciations, which has spread through colonialism and globalisation. As cities increasingly represent a diversity of cultures, and urban nature is being increasingly recognised as contributing to residents' wellbeing, belonging and overall quality of life, it is important to consider the numerous ways in which urban nature is understood and appreciated. This collection of case studies includes examples from Africa, Asia, Europe, North and South America, and reflects on the multi-dimensional aspects of engagements with urban nature through a biocultural diversity lens.
- Full Text:
- Date Issued: 2020
‘Nothing so practical as good theory’: Legitimation Code Theory in higher education
- Winberg, Christine, McKenna, Sioux, Wilmot, Kirsten
- 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
- 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