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.
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- Date Issued: 2019
Advances in entomotoxicology: Weaknesses and strengths
- Authors: Campobasso, Carlo P , Bugelli, Valentina , Carfora, Anna , Borriello, Renata , Villet, Martin H
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/442717 , vital:74027 , ISBN 9781351163767 , https://www.taylorfrancis.com/chapters/edit/10.4324/9781351163767-13/advances-entomotoxicology-carlo-campobasso-valentina-bugelli-anna-carfora-renata-borriello-martin-villet
- Description: Forensic entomotoxicology deals mainly with the analysis of the tissues of insects to identify toxicants present in their food sources. Insects feeding on human tissues can ingest all of the xenobiotic substances taken by living individuals, such as common prescription and illicit drugs. Ecotoxicology is a well-established scientific discipline from which environmental forensic entomotoxicology is derived as a relatively new branch. Entomotoxicology also addresses the effects of drugs and toxins on arthropod development, survival, morphology, and their implications for estimating postmortem intervals. The primary focus of a forensic toxicologist is the detection of toxicants from human tissue samples to help in determining the cause of death. Like nutrients, toxicants encountered by an insect may be assimilated, digested, absorbed, and either sequestered, metabolized, or excreted. Entomological samples are currently of limited quantitative value in forensic toxicology.
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- Date Issued: 2019
Busy as a Bee: Breeding Industrious Bees in Malawi
- Authors: Kasumba, Arnold M , Pullanikkatil, Deepa
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433537 , vital:72982 , ISBN 978-3-319-75580-9 , https://link.springer.com/chapter/10.1007/978-3-319-75580-9_14
- Description: A trial and error venture at beekeeping by Arnold Kasumbu in central Malawi, is now a successful integrated farming enterprise incorporating 160 beehives and producing honey for customers in Malawi and Kenya. It is also a site for educational visits for university students learning about agriculture. Arnold’s parents were tobacco farmers living in the Mitundu area of Lilongwe District in central Malawi. He recalls that his childhood was steeped in poverty as he observed his father put in a lot of effort in his farm with diminutive returns. Being the eldest of three children in the household, Arnold was forced to end his schooling in Standard 8, as his family could not afford the school fees. Resolving that he would not do tobacco farming, he began exploring other means of income generation that would entail fewer struggles. He wanted to become wealthy and take care of his family. Through his integrated farm and beekeeping, he has done exactly that! This is Arnold’s life story.
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- Date Issued: 2019
Considering the links between non-timber forest products and poverty alleviation
- Authors: Shackleton, Charlie M , Pullanikkatil, Deepa
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433551 , vital:72983 , ISBN 978-3-319-75580-9 , https://link.springer.com/chapter/10.1007/978-3-319-75580-9_2
- Description: The debates around the value and importance of non-timber forest products (NTFPs) are complex and ongoing. The complexity is a result of many factors, including the wide variety of species, products and uses, as well as the variety of constituencies and disciplines each seeing advantage from ‘co-opting’ the importance of the contribution of NTFPs to their own areas of interest and concern. Conservationists are interested in NTFPs because their combined high value in many settings offers a potential alternative to the destruction of forests by either commercial logging or their widespread conversion to other land uses.
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- Date Issued: 2019
Finding ‘pulses of freedom’ in the border zone between higher and public education for sustainable development
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436866 , vital:73311 , ISBN 9780367076436 , https://www.routledge.com/Prioritizing-Sustainability-Education-A-Comprehensive-Approach/Armon-Scoffham-Armon/p/book/9780367076436
- Description: Education for Sustainable Development (ESD) in Higher Edu-cation has long been a subject of discussion (eg Sterling, 2010; Togo and Lotz-Sisitka, 2013; Baarth, Michelsen, Rieckmann, and Thomas, 2016), with an increasing number of arguments being put forward for transformative, and even transgressive (ie transgressing the taken for granted) learning in these contexts (Lotz-Sisitka, Wals, Kronlid, and McGarry, 2015). There is, however, as yet little theoretical or practical work that focuses on the border zone or the interface between Higher Education and Public Education, due perhaps to an overemphasis on internal change in Higher Education settings. Public Education brings sustainable development (SD) into everyday life focus (Von Poeck et al., 2012), as it is here that complex, ‘wicked’ problems (Rittel and Webber, 1973) are ex-perienced. Such problems defy easy resolution. In this chapter I address this gap in the ESD literature by drawing on three cases of public education praxis in the border zone between Higher Education and Public Education: 1) using mobile learn-ing tools to transform markets for small holder farmers; 2) build-ing social learning networks that cross boundaries between colleges, farmers, and universities; and 3) using arts-based creative practice methods for public action. I start with these case stories, exploring them theoretically in order to illuminate new possibilities for ESD praxis in the sections that follow.
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- Date Issued: 2019
Focus on ‘the family’? How South African family policy fails queer families
- Authors: Macleod, Catriona I , Morison, Tracy , Lynch, Ingrid
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434398 , vital:73054 , ISBN 9780367777401 , https://www.routledge.com/Queer-Kinship-South-African-Perspectives-on-the-Sexual-politics-of-Family-making-and-Belonging/Morison-Lynch-Reddy/p/book/9780367777401
- Description: The most policy document is the White Paper on Families, which aims to facilitate the mainstreaming of a family perspective into all government policy-making from the national to the municipal level and across multiple departments. The irony is that less than a third of South African families actually conform to the two cisgender heterosexual biological parent model that is favoured in family policy. South African research has shown that children of lesbian parents learn open-mindedness and to be comfortable with the family in which they live, and that men in same-sex relationships challenge gendered divisions of household tasks. Promoting the two-biological-parent family as the preferred family structure creates an impossible ideal for the majority of South Africans to live up to. Because such a family structure is strongly connected to class, it is out of reach for the majority of citizens, let alone those who live in queer relationships.
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- Date Issued: 2019
Formative interventionist research generating iterative mediation processes in a vocational education and training learning network
- Authors: Lotz-Sisitka, Heila , Pesanayi, Tichaona
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/435998 , vital:73219 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter addresses a research problem identified in the vocational agricultural learning system where there was a gap in vocational education and training knowledge flow from research institutions to knowledge users. The chapter develops a theoretical framework for dealing with the problem of ‘knowledge flow’ in vocational education and training settings. The problem emerges around the uptake and use of relevant research-based knowledge resources on rainwater harvesting and conservation practices for agricultural education and training focused on small-scale farmers and household food producers in South Africa. These resources, despite their con-temporary relevance, were not being used in agricultural col-leges or in the related agricultural learning support system. Drawing on a social ecosystemic approach to knowledge flow and mediation, the chapter surfaces five iterative mediation processes developed via a generative, formative interventionist research process over a five year period (Lotz-Sisitka et al. 2016; Pesanayi, 2019; cf. Chapter 8) that facilitated the development of a regional learning network which enabled vertical facilitatory processes and horizontal connectivities that impact-ed on farmers’ food production system, as well as the agricultural learning system. We illuminate key features of these as important for supporting knowledge flow within a regional social ecosystemic framework for skills development.
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- Date Issued: 2019
Framing learning needs assessments for sustainability policy practices
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436016 , vital:73220 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: A common (green) skills planning objective is to identify the learning needs of workers in particular sectors, programmes or organisations, in order to provide them with appropriate learn-ing opportunities. This chapter describes a design and concep-tual framing for learning needs assessments focused on sus-tainability or green economy policy practitioners. Measures for achieving credible results include design features for building consensus around the findings, but also a sound conceptual framing of learning needs. The chapter provides pointers for working critically with the notion of competencies, exploring both the value and the limitations of the concept, and framing it as relational transformational agency entailing technical, rela-tional and ethical affordances among collectives involved in sustainability policy-practice. The chapter draws on the Green Economy Learning Assessment for South Africa, which exlored the learning needs of sustainability practitioners in pol-icy contexts related to sustainable transport, renewable energy procurement and water resource management, among others. The chapter shares examples of competencies identified in these contexts, and concludes with a few curriculum pointers, in anticipation of the next chapter’s focus on the educational provider’s perspective. A common (green) skills planning objective is to identify the learning needs of workers in particular sectors, programmes or organisations, in order to provide them with appropriate learn-ing opportunities. This chapter describes a design and concep-tual framing for learning needs assessments focused on sus-tainability or green economy policy practitioners. Measures for achieving credible results include design features for building consensus around the findings, but also a sound conceptual framing of learning needs. The chapter provides pointers for working critically with the notion of competencies, exploring both the value and the limitations of the concept, and framing it as relational transformational agency entailing technical, rela-tional and ethical affordances among collectives involved in sustainability policy-practice. The chapter draws on the Green Economy Learning Assessment for South Africa, which exlored the learning needs of sustainability practitioners in pol-icy contexts related to sustainable transport, renewable energy procurement and water resource management, among others. The chapter shares examples of competencies identified in these contexts, and concludes with a few curriculum pointers, in anticipation of the next chapter’s focus on the educational provider’s perspective.
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- Date Issued: 2019
Green skills for agriculture A method for focusing demand analysis and prioritisation
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436026 , vital:73221 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter is the second of the occupational demand studies that share insights about a methodology for determining green skills demand with a laminated approach and value chain anal-ysis. Based on research into skills for Climate Smart Agriculture (Cobban and Visser, 2017), it provides insight into the history and features of agriculture in South Africa that shape current skills needs. Drawing on one component of Cobban and Visser’s study, and employing a critical revision of the ‘climate smart’ framing, it shares findings about what green skills are needed for more sustainable poultry farming in which occupations to contextualise the discussion on methodology. This chapter contrasts the layered, in-depth green skills studies with approaches aiming for broader coverage and representivity, and illustrates the use of multi-criterion ‘hotspotting’ to prioritise among skills needs at strategic leverage points for social-ecological trans-formation. The case of the agricultural study illustrates the val-ue of smaller scale, in-depth studies that provide the occupa-tion level insights to inform skills planning and investment that is needed if agriculture is to sustain itself and all those it could – and should – benefit.
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- Date Issued: 2019
Green skills research in South Africa
- Authors: Rosenberg, Eureta , Ramsarup, Preesha , Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436040 , vital:73222 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This book brings the diverse contributions offered in the different sections of this book together into a pathway for new policy development research, new forms of critical skills research and ongoing engagement with education and training system development. The chapter first provides a meta-reflection on the different types of green skills research that are needed to, in combination, make a stronger impact on the national system of skills research and planning. Secondly, the chapter makes a strong argument for aligning green skills research to the Sustainable Development Goals, and their critical and contextual articulation at national level, with emphasis on working with the cross-cutting Sustainable Development Goal (SDG) 4, Target 4.7 that motivates for governments to include a focus on education and sustainable development across the lifelong learning system in order to enable and support learning and skills for enabling the other SDGs to be realised in practice. Lastly, the chapter considers the shift in the way that work is considered when political economy meets political ecology, and we argue that work transforms towards not only a productive focus, or a social focus, but also an ontologically grounded regenerative focus, much needed at the start of the twenty-first century.
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- Date Issued: 2019
Green skills supply: Research from providers’ vantage point (s)
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436051 , vital:73223 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter emerges from a need to consider the dynamics of supply side research for green skills from a providers’ vantage point. The chapter starts with the argument that environment and sustainability skills are cross institutional, cross sectoral and also inter- and transdisciplinary. The chapter notes that there are a wide variety and diversity of supply side studies that can offer perspective on the many dynamics of green skills supply and provisioning. Four cases have been selected and brought into view to illuminate the influence of context and history on designing curricula and the importance of reflexive curriculum review studies, whole institution approaches and transformative, transgressive forms of learning that move beyond the boundaries of single institutions. These studies are also brought into view to indicate the scope and depth of contextual, systemic and engaged research that is required to develop transformative orientations and perspectives on green skills supply, taking skills system supply beyond the traditional training needs analysis. The chapter argues that this is an important dimension of green skills research, if conceptualised within just transitions and transformations to sustainability.
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- Date Issued: 2019
Listening to the Stories
- Authors: Pullanikkatil, Deepa , Shackleton, Charlie M
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433565 , vital:72984 , ISBN 978-3-319-75580-9 , https://link.springer.com/chapter/10.1007/978-3-319-75580-9_25
- Description: This book has sought to contribute to the policy and academic debates regarding the opportunities and usefulness of the NTFP sector in reducing poverty. We have argued in the opening chapters that it is unlikely that NTFP use and trade will provide a pathway out of poverty for the millions of poor in the Global South. However, it is unlikely that any other one sector or intervention will. Consequently, the value of the NTFP sector and its role in poverty reduction for some needs to be added to the suite of strategies that governments, development agencies and NGOs consider when seeking to address poverty in the areas in which they operate.
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- Date Issued: 2019
Mining: A laminated, dialectic methodology for identifying not-yet-obvious green skills demand
- Authors: Rosenberg, Eureta
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436077 , vital:73225 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter shares insights about green skills demand research in South Africa, based on a 2015 study in coal mining. One purpose of that study was to develop methodology for green skills demand determination, and the chapter shares selected features of the multi-layered and multi-method research process used, including an extended contextual driver analysis and a value chain analysis. Some findings about what green skills are needed in coal mining are shared to contextualise and illustrate methodological insights. This chapter highlights the fact that whether or not a skill is scarce can be contested, and demonstrates how a laminated methodology can guide credible conclusions in such cases. It also introduces the value of ‘absenting absences’, a dialectic process that surfaced skills needs that are not-yet-obvious, but essential if mining is to achieve transformation towards sustainability.
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- Date Issued: 2019
Overcoming essentialism in community psychology: The use of a narrative-discursive approach within African feminisms
- Authors: Mavuso, Jabulile M-J J , Chiweshe, Malvern T , Macleod, Catriona I
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434131 , vital:73033 , ISBN 978-3-030-20000-8 , https://doi.org/10.1007/978-3-030-20001-5_2
- Description: A decolonial feminist community psychology approach understands individual experience as being embedded in, enabled and shaped by discursive and social power relations, and that transformative change is only possible through this contextualised understanding of individual experiences. African feminisms have been concerned with the challenging task of exploring and producing accounts of the complexity and multiplicity in womxn’s (and mxn’s) experiences of localised, multiple forms of oppression and the resistances enacted against them. We demonstrate how the utilisation of a narrative-discursive method in research that is guided by poststructural and postcolonial African feminist theorising may be a useful tool in realising the goals and aims of both decolonial feminist community psychology, and African feminist theorising. In this chapter, we draw on research that explored Zimbabwean womxn’s narratives of abortion decision-making and South African womxn’s and healthcare providers’ narratives of their experiences of the pre-abortion counselling healthcare encounter in the Eastern Cape public health sector. We also draw on our own intervention, a policy brief that had been developed into pre-abortion counselling guidelines which were informed by womxn’s narrated experiences. We argue that applying a narrative-discursive approach to African feminist theorising enables understandings of African womxn’s experiences and resistances which are informed by definitions of racial identity and culture, womxnhood, and social reality as dynamic social concepts and practices. These kinds of understandings facilitate community psychology interventions that are relevant and ‘emancipatory’ as they stem from the multiplicity of participants’ narrated experiences and the social and discursive power relations implicit in these narratives.
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- Date Issued: 2019
Poverty reduction strategies and non-timber forest products
- Authors: Pullanikkatil, Deepa , Shackleton, Charlie M
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/433583 , vital:72985 , ISBN 978-3-319-75580-9 , https://link.springer.com/chapter/10.1007/978-3-319-75580-9_1
- Description: The first of the 17 Global Goals that make up the 2030 Agenda for Sustainable Development is to end poverty in all its forms everywhere. Although the numbers of poor people in the world has declined over the last few decades, it is still alarmingly high, being approximately 770 million in 2013 (Fig. 1) (World Bank in Understanding Poverty 2017). Currently the majority of the world’s poor live in rural areas, and their livelihoods are dominated by land-based activities including gathering of Non-Timber Forest Products (NTFPs). There were rela tively few studies offering more socially orientated perspectives and insights on the links between NTFP use, dependency and poverty. The ordinary people using NTFPs, their reasons for doing so and their experiences are given in this book.
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- Date Issued: 2019
Pregnancy Decision Making: Abortion and Adoption
- Authors: Mavuso, Jabulile M-J J , Macleod, Catriona I
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434145 , vital:73034 , ISBN 9781119161899 , https://onlinelibrary.wiley.com/doi/book/10.1002/9781119171492
- Description: Pregnancy decision making encompasses a large range of interactions, including decisions and actions to avoid pregnancy or to become pregnant. This entry addresses the question of decision making regarding the outcome of a pregnancy: abortion or taking the pregnancy to term, with the latter resulting in parenting or adoption placement. Adolescents' pregnancy decision making has been a special area of focus for some decades now, particularly regarding whether adolescents are capable of making termination-of-pregnancy decisions. This entry highlights controversies concerning, first, teenage pregnancy as a social problem; second, risk research that seeks to outline the consequences of various reproductive decisions; third, questions around adolescents' maturity regarding making reproductive decisions; fourth, the reasons provided for various reproductive decisions; and, finally, issues surrounding the autonomy of young pregnant women in their reproductive decisions.
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- Date Issued: 2019
Probing the potential of social ecosystemic skills approaches for green skills planning: Perspectives from Expanded Public Works Programme studies
- Authors: Lotz-Sisitka, Heila
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436064 , vital:73224 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: The Expanded Public Works Programme (EPWP) in South Af-rica is an extensive governmental intervention to provide work opportunities. The EPWP context is a significant site of green skills emergence in South Africa, especially at the elementary occupation level. The training associated with these pro-grammes has, to date, been largely top down, and little nu-anced understanding exists on the training and learning path-ways potential development for these green skills. There is a paradox between the top down approach to training, and the primarily regional implementation platforms of EPWP job op-portunities and their developmental intent. To reconcile this paradox, I draw on social ecosystemic skills research to probe the potential for such a conceptual and theoretical framework for guiding green skills research for the EPWP. I share some methodologies and insights developed in EPWP green skills research projects that offer potential for providing insight into a social ecosystemic model for green skills research in EPWP programmes. Social ecosystemic models in skills research seek to develop skills development approaches that forge stronger connections between working, living and learning, foregrounding regional, place-based models for skills planning that require interfacing with vertical facilitatory mechanisms and horizontal connectivities.
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- Date Issued: 2019
Semantic waves: Context, complexity and academic discourse
- Authors: Maton, Karl
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445894 , vital:74440 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-3/semantic-waves-karl-maton
- Description: This chapter introduces ideas from the Legitimation Code Theory dimension of ‘Semantics’ that have been influential in shaping research into academic discourse and theory in systemic functional linguistics (SFL). The concepts of ‘semantic gravity’ and ‘semantic density’ explore the context-dependence and complexity of meanings. These concepts have been used widely by applied systemic linguists in research into education and beyond. They have also helped spur theoretical development in the framework of SFL – specifically Martin’s meta-concepts of ‘mass’ and ‘presence’. This chapter is an introduction to the concepts and illustration of how they are being used in research into accessing academic discourse. It begins by briefly highlighting how LCT concepts attend to two key obstacles to supporting knowledge-building: knowledge-blindness and shallow theorizing. Second, the key concepts are defined. Third, the chapter demonstrates how these LCT concepts are being used to explore education, drawing on studies of student assessments and teaching practice. These analyses suggest that ‘semantic waves’, where knowledge is transformed between relatively decontextualized, condensed meanings and context-dependent, simplified meanings, are the key to student achievement and enabling knowledge-building in teaching practice. How these concepts are being widely used to explore organizing principles of diverse practices in education beyond classrooms, including research and curriculum, is discussed, revealing the widespread, complex and suggestive nature of ‘semantic waves’ and their implications for understanding how to promote access to academic discourse.
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- Date Issued: 2019
Skills for just transitions to sustainability: An orientation
- Authors: Rosenberg, Eureta , Ramsarup, Presha
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/436106 , vital:73227 , ISBN 9780429279362 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279362-13/synthesis-elaboration-critical-realist-methodology-green-skills-research-eureta-rosenberg
- Description: This chapter argues that a transformative approach is necessary, involving radical economic change towards environmental sustainability and social justice – conceived of as two sides of the same coin, rather than opposing forces. It provides conceptual framings for the change processes required that are to be found in a relational philosophy and complex systems thinking applied to a broader vision of the economy, including a framing of environmental sustainability as a social justice issue, and viewing the changes needed through a transitioning systems lens. New industries must be developed in a socially inclusive manner and workers will need re-skilling for different jobs. A new development path requires concerted interventions including aligned skills development. In the face of dire socio-economic issues, environmental concerns have been deemed less important, and juxtaposed as being in competition with poverty eradication and employment creation. Humanity surely does have the creativity to design different social, cultural and economic systems over time, suitable for different contexts.
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- Date Issued: 2019
Specialization codes: Knowledge, knowers and student success
- Authors: Maton, Karl , Chen , Rainbow Tsai-Hung
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/445910 , vital:74441 , ISBN 9780429280726 , https://www.taylorfrancis.com/chapters/edit/10.4324/9780429280726-2/specialization-codes-karl-maton-rainbow-tsai-hung-chen
- Description: This chapter introduces concepts from Legitimation Code Theory (LCT) that launched the productive cross-disciplinary dialogue with systemic functional linguistics (SFL) and which have become central to research using the two frameworks to explore education. The concepts are from the LCT dimension of Specialization, specifically ‘specialization codes’. The chapter illustrates these ideas through showing how the concepts allow research to explain why some students are more successful than others by exploring the dispositions students bring to education, the nature of the knowledge practices they encounter in their studies, and how these relate together to shape their experiences. The example explored draws on a major study of Chinese students who attended higher education in Australia. The chapter analyses the dispositions the students brought and the teaching practices of their educators, and show how these represented a ‘code clash’ between two different ways of measuring achievement. As a result, students struggled to successfully access academic discourse.
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- Date Issued: 2019