A critical realist exploration of the culture of resistance in educational technology integration practices at a South African university
- Authors: Tshuma, Nompilo
- Date: 2019
- Subjects: Critical realism , Educational technology -- South Africa , Education, Higher -- Effect of technological innovations on -- South Africa , College teachers -- South Africa , College teaching -- Sociological aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/72318 , vital:30033
- Description: This thesis seeks to address a number of troubling concerns related to research and practice in the field of educational technology in South African higher education. Firstly, educational technology research has been criticised for a lack of theoretical rigour resulting in perspectives that are tightly focused mostly on practice but fail to adequately interrogate the socio-political complexities of integrating educational technology. Secondly, while research in the field has been criticised for failing to adequately contextualise the study of educational technology, it also fails to interrogate the impact of colonial legacies and Western-developed technologies on integration practices. Thirdly, there seems to be a disconnect between academics’ practices and choices with educational technology, and the expectations and assumptions of educational technologists. As such, this thesis predominantly follows inductive reasoning where literature and theory are applied to the empirical situation retrospectively in order to avoid the potential influences and biases of mostly Western-driven discourses on educational technology integration practices. Critical realism is used to ‘underlabour’ this study. This meta-theory asserts that there are multiple perspectives of an independent reality, and the work of research is to use these perspectives to draw closer to an understanding of that reality. As such, it allows me to interrogate my perspectives firstly, and secondly those of my research participants, about factors that constrain educational technology integration in the South African context through the use of theory (abstract concepts) and data (research participants’ multiple perspectives). However, critical realism is somewhat cautious in how to access this reality. Therefore, a critical ethnographic epistemology is employed to strengthen critical realism’s aim of accessing knowledge. A critical epistemology emphasises exposing hidden power structures, value judgements as well as self-knowledge and reflexivity. The thesis thus shows how a critical realist ontology could be complemented by a critical ethnographic methodology, particularly in critically-orientated research that has an emancipatory focus which seeks to uncover the socio-political context within which educational technology practices take place. A key argument is that critical realism can be employed as an ontological underlabourer for critical research because of: 1) its immanent critique of traditionally-accepted philosophies, 2) its emphasis on critique of our knowledge claims and value judgements, 3) its insistence that knowledge of the social world necessarily precedes emancipation, and 4) its different conceptions of power (oppressive power and transformatory power). This critical ethnographic research is conducted in a South African university with eight female academics. Data collection is in the form of interviews, observations and reflections, as well as informal and work-related interactions. At each data collection moment, I have had to be reflexively aware of my positionality as an educational technologist, the impact of a colonially-motivated methodology and an ethically-aware approach that seeks to put the needs of the research participants first. Critical ethnography’s meaning-making and critical realism’s abduction and retroduction are used to analyse and make sense of the data. In my attempt to contextualise the study’s findings, I first uncover structural forces and their impact on the academic role before attempting to correlate this with educational technology practices. The study’s findings point to two main structural forces in the socio-political context of South African higher education: the teaching/research tension and the elevation of one dominant culture. In terms of the teaching/research tension, the female academics in this study have to balance the urgent teaching function with the valued research function. They struggle to find this balance because of ambiguous messages from different structures, their passion for teaching, oppressive departmental dynamics and the pressures of their career trajectory. The elevation of one dominant culture is demonstrated through both oppressive cultural practices and untransformed curricula. The study shows that academics mitigate these structural constraints mostly through subtle every day resistance that seeks to mitigate their effect on both the academics and, where applicable, their students. Archer’s morphogenetic/morphostatic cycle is used retrospectively, in response to fieldwork, to conceptualise why this resistance comes about. A resistance framework developed using Archer is then used to understand educational technology choices and practices. The results of the research show that while academics are often pictured as resistant to technology as a response to different barriers, they actually often employ technology to resist structural forces. That is, with this thesis I show that there is a focus on resistance with technology rather than resistance to technology. The study shows how the research participants resist structural forces (teaching tension and dominant culture) by using technology to create safe and responsive learning spaces. As such, this thesis challenges educational technologists to re-think the way they support academics by recommending support strategies that acknowledge both the structural forces in the South African higher education context, as well as the culture of resistance, both of which impact academics’ educational technology choices and practices.
- Full Text:
- Authors: Tshuma, Nompilo
- Date: 2019
- Subjects: Critical realism , Educational technology -- South Africa , Education, Higher -- Effect of technological innovations on -- South Africa , College teachers -- South Africa , College teaching -- Sociological aspects -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/72318 , vital:30033
- Description: This thesis seeks to address a number of troubling concerns related to research and practice in the field of educational technology in South African higher education. Firstly, educational technology research has been criticised for a lack of theoretical rigour resulting in perspectives that are tightly focused mostly on practice but fail to adequately interrogate the socio-political complexities of integrating educational technology. Secondly, while research in the field has been criticised for failing to adequately contextualise the study of educational technology, it also fails to interrogate the impact of colonial legacies and Western-developed technologies on integration practices. Thirdly, there seems to be a disconnect between academics’ practices and choices with educational technology, and the expectations and assumptions of educational technologists. As such, this thesis predominantly follows inductive reasoning where literature and theory are applied to the empirical situation retrospectively in order to avoid the potential influences and biases of mostly Western-driven discourses on educational technology integration practices. Critical realism is used to ‘underlabour’ this study. This meta-theory asserts that there are multiple perspectives of an independent reality, and the work of research is to use these perspectives to draw closer to an understanding of that reality. As such, it allows me to interrogate my perspectives firstly, and secondly those of my research participants, about factors that constrain educational technology integration in the South African context through the use of theory (abstract concepts) and data (research participants’ multiple perspectives). However, critical realism is somewhat cautious in how to access this reality. Therefore, a critical ethnographic epistemology is employed to strengthen critical realism’s aim of accessing knowledge. A critical epistemology emphasises exposing hidden power structures, value judgements as well as self-knowledge and reflexivity. The thesis thus shows how a critical realist ontology could be complemented by a critical ethnographic methodology, particularly in critically-orientated research that has an emancipatory focus which seeks to uncover the socio-political context within which educational technology practices take place. A key argument is that critical realism can be employed as an ontological underlabourer for critical research because of: 1) its immanent critique of traditionally-accepted philosophies, 2) its emphasis on critique of our knowledge claims and value judgements, 3) its insistence that knowledge of the social world necessarily precedes emancipation, and 4) its different conceptions of power (oppressive power and transformatory power). This critical ethnographic research is conducted in a South African university with eight female academics. Data collection is in the form of interviews, observations and reflections, as well as informal and work-related interactions. At each data collection moment, I have had to be reflexively aware of my positionality as an educational technologist, the impact of a colonially-motivated methodology and an ethically-aware approach that seeks to put the needs of the research participants first. Critical ethnography’s meaning-making and critical realism’s abduction and retroduction are used to analyse and make sense of the data. In my attempt to contextualise the study’s findings, I first uncover structural forces and their impact on the academic role before attempting to correlate this with educational technology practices. The study’s findings point to two main structural forces in the socio-political context of South African higher education: the teaching/research tension and the elevation of one dominant culture. In terms of the teaching/research tension, the female academics in this study have to balance the urgent teaching function with the valued research function. They struggle to find this balance because of ambiguous messages from different structures, their passion for teaching, oppressive departmental dynamics and the pressures of their career trajectory. The elevation of one dominant culture is demonstrated through both oppressive cultural practices and untransformed curricula. The study shows that academics mitigate these structural constraints mostly through subtle every day resistance that seeks to mitigate their effect on both the academics and, where applicable, their students. Archer’s morphogenetic/morphostatic cycle is used retrospectively, in response to fieldwork, to conceptualise why this resistance comes about. A resistance framework developed using Archer is then used to understand educational technology choices and practices. The results of the research show that while academics are often pictured as resistant to technology as a response to different barriers, they actually often employ technology to resist structural forces. That is, with this thesis I show that there is a focus on resistance with technology rather than resistance to technology. The study shows how the research participants resist structural forces (teaching tension and dominant culture) by using technology to create safe and responsive learning spaces. As such, this thesis challenges educational technologists to re-think the way they support academics by recommending support strategies that acknowledge both the structural forces in the South African higher education context, as well as the culture of resistance, both of which impact academics’ educational technology choices and practices.
- Full Text:
Conditions enabling or constraining the exercise of agency among new academics in higher education, conducive to the social inclusion of students
- Authors: Behari-Leak, Kasturi
- Date: 2015
- Subjects: Social integration -- South Africa , Students -- South Africa -- Social conditions , Educational change -- South Africa , College teachers -- South Africa , Education, Higher -- South Africa , Critical realism , Social realism , Agent (Philosophy)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1333 , http://hdl.handle.net/10962/d1020295
- Description: This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among new academics, conducive to the social inclusion of students. Transitioning from varied entry points into higher education, new academics face numerous challenges as they embed themselves in disciplinary and institutional contexts. Given the complexity and contested nature of the current higher education landscape, new academics are especially vulnerable. Using Roy Bhaskar’s critical realism as meta-theoretical framing and Margaret Archer’s social realist theory, with its methodological focus on analytical dualism and morphogenesis, this study offers a social realist account of how new academics engage with enabling and constraining conditions at institutional, faculty, departmental and classroom levels. Through an analysis of six individual narratives of mediation, this study explicates and exemplifies the range of agential choices exercised by new academics to mediate their contested spaces. A nuanced social and critical account of the material, ideational and agential conditions in HE shows that the courses of action taken by these new academics are driven through their concerns, commitments and projects in higher education. Yet, despite the university’s espousal of embracing change, the current induction and transition of new academics is inadequate to the task of transformation in higher education. Systemic conditions in HE, conducive to critical agency and social justice, are not enabling. Bhaskar’s Seven Scalar Being, used as an analytical frame and heuristic, guides the cross-case analysis of the six narratives across seven levels of ontology. The findings highlight that, despite difficult contextual influences, the positive exercise of agency is a marked feature of new participants in HE in this study. This has immediate implications for ways in which professional and academic development, and disciplinary and departmental programmes, could create and sustain conducive conditions for the professionalisation of new academics through more sensitised practices. Using alternative research methods such as photovoice to generate its data, this doctoral study proposes that new research methodologies, located in the third space, are needed now more than ever in HE sociological research, to recognise the researcher and the research participants as independent, autonomous and causally efficacious beings. To this end, this study includes a Chapter Zero, which captures the narrative of the doctoral scholar as researcher, who, shaped and influenced by established doctoral practices and traditions in the field, exercises her own doctoral agency in particular ways.
- Full Text:
- Authors: Behari-Leak, Kasturi
- Date: 2015
- Subjects: Social integration -- South Africa , Students -- South Africa -- Social conditions , Educational change -- South Africa , College teachers -- South Africa , Education, Higher -- South Africa , Critical realism , Social realism , Agent (Philosophy)
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1333 , http://hdl.handle.net/10962/d1020295
- Description: This study, which is part of a National Research Foundation project on Social Inclusion in Higher Education (HE), focuses on the exercise of agency among new academics, conducive to the social inclusion of students. Transitioning from varied entry points into higher education, new academics face numerous challenges as they embed themselves in disciplinary and institutional contexts. Given the complexity and contested nature of the current higher education landscape, new academics are especially vulnerable. Using Roy Bhaskar’s critical realism as meta-theoretical framing and Margaret Archer’s social realist theory, with its methodological focus on analytical dualism and morphogenesis, this study offers a social realist account of how new academics engage with enabling and constraining conditions at institutional, faculty, departmental and classroom levels. Through an analysis of six individual narratives of mediation, this study explicates and exemplifies the range of agential choices exercised by new academics to mediate their contested spaces. A nuanced social and critical account of the material, ideational and agential conditions in HE shows that the courses of action taken by these new academics are driven through their concerns, commitments and projects in higher education. Yet, despite the university’s espousal of embracing change, the current induction and transition of new academics is inadequate to the task of transformation in higher education. Systemic conditions in HE, conducive to critical agency and social justice, are not enabling. Bhaskar’s Seven Scalar Being, used as an analytical frame and heuristic, guides the cross-case analysis of the six narratives across seven levels of ontology. The findings highlight that, despite difficult contextual influences, the positive exercise of agency is a marked feature of new participants in HE in this study. This has immediate implications for ways in which professional and academic development, and disciplinary and departmental programmes, could create and sustain conducive conditions for the professionalisation of new academics through more sensitised practices. Using alternative research methods such as photovoice to generate its data, this doctoral study proposes that new research methodologies, located in the third space, are needed now more than ever in HE sociological research, to recognise the researcher and the research participants as independent, autonomous and causally efficacious beings. To this end, this study includes a Chapter Zero, which captures the narrative of the doctoral scholar as researcher, who, shaped and influenced by established doctoral practices and traditions in the field, exercises her own doctoral agency in particular ways.
- Full Text:
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