An investigation of learning and emerging knowledge in the Mpophomeni Sanitation Education Project, Howick, KwaZulu-Natal
- Authors: Boothway, Reinetta Louina
- Date: 2019
- Subjects: Environmental education -- South Africa , Mpophomeni Sanitation Education Project (South Africa) , Water quality management -- Study and teaching -- South Africa , Knowledge and learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/115377 , vital:34121
- Description: This study took place within the broader context of water resources management in South Africa. With the democratisation of water stewardship through an enabling international and South African water policy landscape, an opportunity opened up for citizens to participate in the effective management of their own water resources. In this context, a community-engaged citizen science project known as the Mpophomeni Sanitation Education Project emerged to demonstrate how a diverse range of knowledge agents can work and learn together to better manage their water resources and address problems of sewage pollution threatening their provincial water source. The following study aimed to shed light on the learning and emerging knowledge in the MSEP. The study was conducted in three phases. Wenger’s Communities of Practice (CoP) theory provided a lens to look at Phase One, which aimed to answer the following sub-question: Is the MSEP a CoP? Wenger’s CoP theory also assisted with the investigation during Phase Two, which looked at the following question: What is the nature of learning in the MSEP? Social realist theories of knowledge and education, and Tàbara and Chabay with their Ideal Type (IT) worldviews, provided suitable lenses for Phase Three’s investigation of the following question: What is the nature of emerging knowledge in the MSEP? The main finding for Phase One is that the MSEP does function as a CoP. With its strong focus on relationships, it’s clearly defined joint enterprise of solving the problem of sewage pollution, individual and joint commitment to engage with the problem and the sharing of a repertoire of tools, ideas and practices it is cultivating a culture conducive to purposeful learning. Regarding the exploration of the nature of learning in Phase Two, findings confirming the engagement of identity with learning and the importance of context for meaning-making emerged. Finally, study findings about the nature of knowledge in the MSEP found that the knowledge practices in the MSEP that are both social and epistemic in nature are produced by a diverse range of knowledge agents in an open knowledge space.
- Full Text:
- Date Issued: 2019
- Authors: Boothway, Reinetta Louina
- Date: 2019
- Subjects: Environmental education -- South Africa , Mpophomeni Sanitation Education Project (South Africa) , Water quality management -- Study and teaching -- South Africa , Knowledge and learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/115377 , vital:34121
- Description: This study took place within the broader context of water resources management in South Africa. With the democratisation of water stewardship through an enabling international and South African water policy landscape, an opportunity opened up for citizens to participate in the effective management of their own water resources. In this context, a community-engaged citizen science project known as the Mpophomeni Sanitation Education Project emerged to demonstrate how a diverse range of knowledge agents can work and learn together to better manage their water resources and address problems of sewage pollution threatening their provincial water source. The following study aimed to shed light on the learning and emerging knowledge in the MSEP. The study was conducted in three phases. Wenger’s Communities of Practice (CoP) theory provided a lens to look at Phase One, which aimed to answer the following sub-question: Is the MSEP a CoP? Wenger’s CoP theory also assisted with the investigation during Phase Two, which looked at the following question: What is the nature of learning in the MSEP? Social realist theories of knowledge and education, and Tàbara and Chabay with their Ideal Type (IT) worldviews, provided suitable lenses for Phase Three’s investigation of the following question: What is the nature of emerging knowledge in the MSEP? The main finding for Phase One is that the MSEP does function as a CoP. With its strong focus on relationships, it’s clearly defined joint enterprise of solving the problem of sewage pollution, individual and joint commitment to engage with the problem and the sharing of a repertoire of tools, ideas and practices it is cultivating a culture conducive to purposeful learning. Regarding the exploration of the nature of learning in Phase Two, findings confirming the engagement of identity with learning and the importance of context for meaning-making emerged. Finally, study findings about the nature of knowledge in the MSEP found that the knowledge practices in the MSEP that are both social and epistemic in nature are produced by a diverse range of knowledge agents in an open knowledge space.
- Full Text:
- Date Issued: 2019
An analysis of the certificate of the theory of accounting knowledge and knower structures : a case study of professional knowledge
- Authors: Mkhize, Thandeka Fortunate
- Date: 2015
- Subjects: Accounting -- Study and teaching (Higher) , Dropout behavior, Prediction of , Knowledge, Theory of , Knowledge and learning , Critical realism , Education -- Philosophy , Educational sociology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2057 , http://hdl.handle.net/10962/d1019771
- Description: This research project explores issues around the poor throughput and high dropout rate in the Certificate of the Theory of Accounting (CTA) by focusing on Accounting knowledge as an object of study. The CTA was identified as a serious block in the steps that one needs to go through on the journey to becoming a Chartered Accountant. Having a clear understanding of Accounting knowledge can lead to finding ways that can make the subject more accessible to students from diverse backgrounds. This study contributes to understanding Accounting knowledge at the CTA level with the aim of clearly delineating its legitimate knowledge and knower structures. It answers the following two research questions: • What constitutes legitimate knowledge structures in the CTA? • What constitutes legitimate knower structures in the CTA? Academics from nine universities and representatives of the South African Institute of Chartered Accountants (SAICA) participated in this study. Data was collected through interviews, observation and document analysis. Eighteen CTA lecturers and two members of the SAICA management team were interviewed. Three universities provided documents on their practices, which included learner guides, examination papers, suggested answers, lecture notes, tutorials and other curriculum documents for each of the four CTA subjects. SAICA provided the competency framework and examinable pronouncements. A conference that was jointly hosted by SAICA and International Financial Reporting Standards (IFRS) Foundation was observed. This study used Critical Realism as its ontological underpinnings and Legitimation Code Theory (LCT) as its substantive theory. It used the Specialisation and Autonomy principles of LCT to analyse the data. Specialization establishes the ways agents and discourses within a field are constructed as special, different or unique and thus deserving of distinction and status (Maton, 2014). The principle of Autonomy is concerned with the extent to which the field is self-governing and can do things of its own free-will (Maton, 2004). The study found that the CTA has a hierarchical knowledge structure, which means that when new knowledge is created in Accounting it is integrated into existing knowledge, resulting in coherent and integrated knowledge. CTA also has a hierarchical curriculum structure. While horizontal curriculum structures evolve through the replacement of existing knowledge by new approaches and content, a hierarchical curriculum typically grows through integration and subsumption of new knowledge into pre-existing knowledge and it relies on the acquisition of knowledge developed in previous modules or levels of study.
- Full Text:
- Date Issued: 2015
- Authors: Mkhize, Thandeka Fortunate
- Date: 2015
- Subjects: Accounting -- Study and teaching (Higher) , Dropout behavior, Prediction of , Knowledge, Theory of , Knowledge and learning , Critical realism , Education -- Philosophy , Educational sociology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2057 , http://hdl.handle.net/10962/d1019771
- Description: This research project explores issues around the poor throughput and high dropout rate in the Certificate of the Theory of Accounting (CTA) by focusing on Accounting knowledge as an object of study. The CTA was identified as a serious block in the steps that one needs to go through on the journey to becoming a Chartered Accountant. Having a clear understanding of Accounting knowledge can lead to finding ways that can make the subject more accessible to students from diverse backgrounds. This study contributes to understanding Accounting knowledge at the CTA level with the aim of clearly delineating its legitimate knowledge and knower structures. It answers the following two research questions: • What constitutes legitimate knowledge structures in the CTA? • What constitutes legitimate knower structures in the CTA? Academics from nine universities and representatives of the South African Institute of Chartered Accountants (SAICA) participated in this study. Data was collected through interviews, observation and document analysis. Eighteen CTA lecturers and two members of the SAICA management team were interviewed. Three universities provided documents on their practices, which included learner guides, examination papers, suggested answers, lecture notes, tutorials and other curriculum documents for each of the four CTA subjects. SAICA provided the competency framework and examinable pronouncements. A conference that was jointly hosted by SAICA and International Financial Reporting Standards (IFRS) Foundation was observed. This study used Critical Realism as its ontological underpinnings and Legitimation Code Theory (LCT) as its substantive theory. It used the Specialisation and Autonomy principles of LCT to analyse the data. Specialization establishes the ways agents and discourses within a field are constructed as special, different or unique and thus deserving of distinction and status (Maton, 2014). The principle of Autonomy is concerned with the extent to which the field is self-governing and can do things of its own free-will (Maton, 2004). The study found that the CTA has a hierarchical knowledge structure, which means that when new knowledge is created in Accounting it is integrated into existing knowledge, resulting in coherent and integrated knowledge. CTA also has a hierarchical curriculum structure. While horizontal curriculum structures evolve through the replacement of existing knowledge by new approaches and content, a hierarchical curriculum typically grows through integration and subsumption of new knowledge into pre-existing knowledge and it relies on the acquisition of knowledge developed in previous modules or levels of study.
- Full Text:
- Date Issued: 2015
Knowledge and knowing in the public management and public administration programmes at a comprehensive university
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
- Full Text:
- Date Issued: 2014
- Authors: Lück, Jacqueline Catherine
- Date: 2014
- Subjects: Knowledge and learning , Public administration -- Study and teaching (Higher) , Knowledge, Sociology of , Learning, Psychology of , Knowledge, Theory of , Educational equalization -- South Africa , Education, Higher -- South Africa , Literacy -- South Africa , Technical institutes -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1326 , http://hdl.handle.net/10962/d1013166
- Description: Knowledge is often tacit and under researched in educational fields. In order for student access to knowledge and its related academic discourses to be facilitated, a deep understanding needs to be gained of the form that this knowledge takes. This study interrogates the ways in which knowledge is constituted in the first year of a Public Management Diploma and a Public Administration Degree at a comprehensive university in South Africa. The study takes a social realist approach that understands reality as fact but sees our knowledge thereof as a social phenomenon. The study was concerned with knowledge structures and knower structures as it argues that these have not been adequately accounted for in the sociology of education research. But this study comes to this concern from a strongly ideological view of student reading and writing. This study calls on a social practices approach that sees literacy as embedded within specific academic discourses, which vary from context to context. It uses this ideological understanding of literacy as the orienting framework for the study of knowledge. The study takes place in a Higher Education mileu that has begun to transform from its divisive past. The transformation brought about new institutional formations such as the comprehensive university, with its mix of vocational, professional and formative programmes and varied emphasis on contextual and conceptual curriculum coherence. Increasingly, the transformation agenda also shifts concern from simply providing physical access to a previously disenfranchised majority to ensuring full participation in the context of high attrition rates in first year and low retention rates. The data was analysed using the Specialisation Codes of Legitimation Code Theory to see what was being specialised in the Diploma and Degree curricula of the Public Management and Administration fields. These fields are characterised in the literature by ongoing tensions about focus, and perceptions of there being a theoretical vacuum and an inability to deal adequately with challenges in the South African public sector. Analysis of lecturer interviews and first-year curriculum documentation showed that both the Public Management Diploma and Public Administration Degree have stronger epistemic relations (ER), with an emphasis on claims to knowledge of the world. The data showed relatively weak social relations (SR), in that there was not the valuing of a particular lens on the world or a specific disposition required for legitimation within this field. The combination of ER+ and SR- indicates that these curricula are Knowledge Codes, where legitimation is through the acquisition of a set of skills and procedures. The programmes were characterised by fairly low-level procedural knowledge, which may point to a workplace-oriented direction that is dominant in the comprehensive university. In keeping with concerns raised in the literature about this field, there was little evidence of theoretical or propositional knowledge in the Public Management Diploma and while the Public Administration Degree had some evidence of this, it was arguably not to the extent expected of a degree as described in the National Qualifications Framework. This study was limited to the first-year of the Diploma and Degree and subsequent years could present different findings. Lecturers showed awareness of student challenges with literacy practices and made concerned attempts through various interventions to address this but they were found to value the surface features of writing practices over personal engagement with the knowledge. Though the expectations of student literacy practices in tests and assignments were aligned to the ways in which knowledge was constructed in the curriculum, there was little evidence of student induction into disciplinary discourses of the field as knowledge was presented as being neutral and student writing primarily took the form of retelling objective facts. The implications of these findings could include student exclusion from higher-level academic discourse, more powerful knowledge in the workplace and, finally, constrain them from becoming producers of knowledge.
- Full Text:
- Date Issued: 2014
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