From imperialism to radical hospitality: propositions for reconfiguring social work towards a justice-to-come
- Bozalek, Vivienne, Holscher, Dorothee
- Authors: Bozalek, Vivienne , Holscher, Dorothee
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426904 , vital:72399 , xlink:href="https://doi.org/10.25159/2708-9355/8889"
- Description: The focus of the article is on injustices towards South African families in postcolonial and neocolonial contexts, our understanding of which has been greatly enlarged by Nancy Fraser’s conceptualisations of expropriation and imperialism and Jacques Derrida’s notions of hostility and hospitality. We used Walter Benjamin’s and Karen Barad’s montage methods of fragmentary writing to diffractively read expropriation, imperialism, hostility and hospitality through one another in the context of injustices done to South African families. A diffractive methodology entails a close and attentive reading of concepts or pieces of text through one another, to arrive at new insights with regard to a particular issue. The new insights we arrive at in the article are five propositions for ethically engaging in a justice-to-come for social work – that of attentiveness, rendering each other capable, responsibility, response-ability and radical hospitality.
- Full Text:
- Date Issued: 2022
- Authors: Bozalek, Vivienne , Holscher, Dorothee
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426904 , vital:72399 , xlink:href="https://doi.org/10.25159/2708-9355/8889"
- Description: The focus of the article is on injustices towards South African families in postcolonial and neocolonial contexts, our understanding of which has been greatly enlarged by Nancy Fraser’s conceptualisations of expropriation and imperialism and Jacques Derrida’s notions of hostility and hospitality. We used Walter Benjamin’s and Karen Barad’s montage methods of fragmentary writing to diffractively read expropriation, imperialism, hostility and hospitality through one another in the context of injustices done to South African families. A diffractive methodology entails a close and attentive reading of concepts or pieces of text through one another, to arrive at new insights with regard to a particular issue. The new insights we arrive at in the article are five propositions for ethically engaging in a justice-to-come for social work – that of attentiveness, rendering each other capable, responsibility, response-ability and radical hospitality.
- Full Text:
- Date Issued: 2022
Uncertainty or Indeterminacy? Reconfiguring Curriculum through Agential Realism
- Authors: Bozalek, Vivienne
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426982 , vital:72406 , xlink:href="https://doi.org/10.25159/1947-9417/11507"
- Description: Understanding how indeterminacy is different from uncertainty is crucial to posthumanism and has major implications for reconfiguring curriculum. Uncertainty has to do with epistemology, about not knowing whether a state of affairs is or is not; for instance, one would not know whether something is here or there, now or then. Indeterminacy, however, is ontological and eschews the idea of individually existing determinate entities, proposing instead phenomenain-their-becoming and a radically open relating of the world. Karen Barad, a feminist queer theorist, uses Niels Bohr’s quantum physics to show how atoms possess an inherent indeterminism or lack of identity in space and time. Indeterminacy is thus an un/doing of identity that unsettles the very foundations of being and non-being. Furthermore, neither space nor time are predetermined givens, but come into being intra-actively through the emergence of phenomena. This article shows how an understanding of space/time indeterminacy is important for thinking otherwise in curriculum studies.
- Full Text:
- Date Issued: 2022
- Authors: Bozalek, Vivienne
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426982 , vital:72406 , xlink:href="https://doi.org/10.25159/1947-9417/11507"
- Description: Understanding how indeterminacy is different from uncertainty is crucial to posthumanism and has major implications for reconfiguring curriculum. Uncertainty has to do with epistemology, about not knowing whether a state of affairs is or is not; for instance, one would not know whether something is here or there, now or then. Indeterminacy, however, is ontological and eschews the idea of individually existing determinate entities, proposing instead phenomenain-their-becoming and a radically open relating of the world. Karen Barad, a feminist queer theorist, uses Niels Bohr’s quantum physics to show how atoms possess an inherent indeterminism or lack of identity in space and time. Indeterminacy is thus an un/doing of identity that unsettles the very foundations of being and non-being. Furthermore, neither space nor time are predetermined givens, but come into being intra-actively through the emergence of phenomena. This article shows how an understanding of space/time indeterminacy is important for thinking otherwise in curriculum studies.
- Full Text:
- Date Issued: 2022
Wild swimming methodologies for decolonial feminist justice-to-come scholarship
- Shefer, Tamara, Bozalek, Vivienne
- Authors: Shefer, Tamara , Bozalek, Vivienne
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426996 , vital:72407 , xlink:href="https://doi.org/10.1177/014177892110693"
- Description: This article thinks with oceans and swimming, in dialogue with decolonial feminist materialist approaches and other current novel methodologies which foreground embodiment and relational ontologies, in order to consider the conceptual potential of such diffractions for the project of alternative scholarly practices. We focus on swimming in the sea as one form of wild methodology and Slow scholarship that draws on hauntology to think about the possibilities of such methodologies for troubling normative academic practices directed at different ways of being and becoming. Located in the (post-)apartheid space of South African higher education, which continues to follow and reinstate colonial, patriarchal and neoliberal capitalist logics, we ask questions about the silences around material histories of subjugation and violence that are embedded in the institution and the lives of those who enter these spaces. Propositions are made about how a swimming methodology may inspire a consciousness and engagement with intersectional gender hauntings that permeate the material, curricula, relational and affective spaces of academia as part of disrupting and reimagining the university as a space of/for justice and flourishing. We explore the ways in which embodied, affective methodologies in or near the ocean/s may be deployed to subvert and reconfigure, to make and stay with trouble. We therefore propose sea swimming as a powerful way of thinking with the sea in productive and creative ways for scholarship towards a justice-to-come, to open up new imaginaries of scholarship that make a difference.
- Full Text:
- Date Issued: 2022
- Authors: Shefer, Tamara , Bozalek, Vivienne
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426996 , vital:72407 , xlink:href="https://doi.org/10.1177/014177892110693"
- Description: This article thinks with oceans and swimming, in dialogue with decolonial feminist materialist approaches and other current novel methodologies which foreground embodiment and relational ontologies, in order to consider the conceptual potential of such diffractions for the project of alternative scholarly practices. We focus on swimming in the sea as one form of wild methodology and Slow scholarship that draws on hauntology to think about the possibilities of such methodologies for troubling normative academic practices directed at different ways of being and becoming. Located in the (post-)apartheid space of South African higher education, which continues to follow and reinstate colonial, patriarchal and neoliberal capitalist logics, we ask questions about the silences around material histories of subjugation and violence that are embedded in the institution and the lives of those who enter these spaces. Propositions are made about how a swimming methodology may inspire a consciousness and engagement with intersectional gender hauntings that permeate the material, curricula, relational and affective spaces of academia as part of disrupting and reimagining the university as a space of/for justice and flourishing. We explore the ways in which embodied, affective methodologies in or near the ocean/s may be deployed to subvert and reconfigure, to make and stay with trouble. We therefore propose sea swimming as a powerful way of thinking with the sea in productive and creative ways for scholarship towards a justice-to-come, to open up new imaginaries of scholarship that make a difference.
- Full Text:
- Date Issued: 2022
Touching matters: affective entanglements in Coronatime
- Bozalek, Vivienne, Newfield, Denise, Romano, Nike, Carette, Lieve, Naidu, Katharine, Mitchell, Veronica, Noble, Alex
- Authors: Bozalek, Vivienne , Newfield, Denise , Romano, Nike , Carette, Lieve , Naidu, Katharine , Mitchell, Veronica , Noble, Alex
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/160357 , vital:40438 , https://0-doi.org.wam.seals.ac.za/10.1177/1077800420960167
- Description: This article troubles touch as requiring embodied proximity, through an affective account of virtual touch during coronatime. Interested in doing academia differently, we started an online Barad readingwriting group from different locations. The coronatime void was not a vacuum, but a plenitude of possibilities for intimacy, pedagogy, learning, creativity, and adventure. Although physically apart, we met daily through Zoom, and we touched and were touched by each other and the texts we read. A montage of writing fragments and a collective artwork, based on the Massive_Micro project, highlight virtual touching. Undone, redone, and reconfigured, we became a diffractive human/nonhuman multiplicity.
- Full Text:
- Date Issued: 2020
- Authors: Bozalek, Vivienne , Newfield, Denise , Romano, Nike , Carette, Lieve , Naidu, Katharine , Mitchell, Veronica , Noble, Alex
- Date: 2020
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/160357 , vital:40438 , https://0-doi.org.wam.seals.ac.za/10.1177/1077800420960167
- Description: This article troubles touch as requiring embodied proximity, through an affective account of virtual touch during coronatime. Interested in doing academia differently, we started an online Barad readingwriting group from different locations. The coronatime void was not a vacuum, but a plenitude of possibilities for intimacy, pedagogy, learning, creativity, and adventure. Although physically apart, we met daily through Zoom, and we touched and were touched by each other and the texts we read. A montage of writing fragments and a collective artwork, based on the Massive_Micro project, highlight virtual touching. Undone, redone, and reconfigured, we became a diffractive human/nonhuman multiplicity.
- Full Text:
- Date Issued: 2020
Collaborative research in contexts of inequality: the role of social reflexivity
- Leibowitz, Brenda, Bozalek, Vivienne, Farmer, Jean-Lee, Garraway, James, Herman, Nicoline, Jawitz, Jeff, McMillan, Wendy, Mistri, Gita, Ndebele, Clever, Nkonki, Vuyisile, Quinn, Lynn, Van Schalkwyk, Susan, Vorster, Jo-Anne E, Winberg, Chris
- Authors: Leibowitz, Brenda , Bozalek, Vivienne , Farmer, Jean-Lee , Garraway, James , Herman, Nicoline , Jawitz, Jeff , McMillan, Wendy , Mistri, Gita , Ndebele, Clever , Nkonki, Vuyisile , Quinn, Lynn , Van Schalkwyk, Susan , Vorster, Jo-Anne E , Winberg, Chris
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66634 , vital:28973 , https://doi.org/10.1007/s10734-016-0029-5
- Description: publisher version , This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.
- Full Text: false
- Date Issued: 2017
- Authors: Leibowitz, Brenda , Bozalek, Vivienne , Farmer, Jean-Lee , Garraway, James , Herman, Nicoline , Jawitz, Jeff , McMillan, Wendy , Mistri, Gita , Ndebele, Clever , Nkonki, Vuyisile , Quinn, Lynn , Van Schalkwyk, Susan , Vorster, Jo-Anne E , Winberg, Chris
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66634 , vital:28973 , https://doi.org/10.1007/s10734-016-0029-5
- Description: publisher version , This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.
- Full Text: false
- Date Issued: 2017
Learning to teach in higher education in South Africa
- Council on Higher Education (South Africa), Leibowitz, Brenda, Bozalek, Vivienne, Garraway, James, Herman, Nicoline, Jawitz, Jeff, Muhuro, Patricia, Ndebele, Clever, Quinn, Lynn, Van Schalkwyk, Susan, Vorster, Jo-Anne E, Winberg, Chris
- Authors: Council on Higher Education (South Africa) , Leibowitz, Brenda , Bozalek, Vivienne , Garraway, James , Herman, Nicoline , Jawitz, Jeff , Muhuro, Patricia , Ndebele, Clever , Quinn, Lynn , Van Schalkwyk, Susan , Vorster, Jo-Anne E , Winberg, Chris
- Date: 2017
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66524 , vital:28958
- Description: publisher version , Preface by Prof Narend Baijnath: “Teaching and learning are never neutral. Every aspect is ideological in nature: from the admission of students, to the selection of curriculum content, to the adoption of learning materials, to the pedagogical approach, to the mode of assessment and the quality of the feedback. The form of disciplinary knowledge may vary from the more subjective and contentious to the more objective and broadly accepted, but teaching and learning remain highly political acts across all institutions, faculties and disciplines. So it is unsurprising that when a country undergoes major social change, ideological demands are placed on teaching and learning.” (HE Reviewed, CHE 2016 p.143). There are many and diverse influences on teaching and learning as a political act, from broad social movements that challenge what is taught, to the ways in which resources have historically been allocated, to the values and goals of different disciplines, and the more immediate institutional and faculty contexts in which they take place. Learning to teach in higher education in South Africa is a timely and well-researched contribution to understanding the influences of that more immediate layer, that is, of institutional contexts, on the professional learning of academics in their roles as teachers. It explores questions of whether it matters to the professional learning process whether one is teaching in a context in which resources are scarce, or whether the departmental leadership style is authoritarian, or whether an institution has a strong drive to increase research output. And if it matters, what are the implications for facilitating opportunities for academics to ‘learn to teach’ in higher education? Undertaken by a team of academic staff developers across eight institutional contexts, this research report offers a comprehensive, nuanced and theorised set of insights into the role that context plays in the ways in which academics learn to teach. Such insights can inform the development of professional learning initiatives at both the institutional and national policy levels. The report is one of the outcomes of a large-scale study carried out between 2011 and 2016, made possible by funding from the National Research Foundation. It has spawned many research articles, books and PhD studies (see Appendix One) and has thus in itself provided a vehicle for the development of further research and researchers on the subject. The team chose to work collaboratively, with all the possibilities and difficulties that that entails, as reflected on in Chapter 7. Thereby, it also offers an illuminating reflection and insights into such research methodology. While the report does not specifically set out to offer anything new or surprising about the cultural and contextual differences between institutions, it does offer a coherent interpretation of such complex and intersecting conditions examined through a single theoretical lens. Indeed, the concepts of ‘structure, culture and agency’ as developed in the work of the social realist, Margaret Archer, formed the theoretical canvas for the study. The theory allows for the analytical separation of different domains for the purposes of understanding the interplay of relations, but it also offers a hope of bringing about social transformation through exercising particular modes of reflexivity. As the report argues, quoting Archer, transforming our positions in society is possible, but “their transformation depends partly on the subjective reflexivity of primary agents in seeking to play an active part in reshaping society’s resource distribution”. The researchers may not always have found it easy to apply a single theoretical lens, but the theory based study provides a coherent representation of the differences and similarities between the institutional contexts of the eight universities, throwing into relief their different influences on professional learning, and points to pathways towards the improvement of teaching and learning in South African higher education. A major contribution of this report that is likely to influence the discourse on teaching and learning significantly, is the conceptual shift from ‘professional development’ to ‘professional learning’. As an external reviewer noted, “in the context of the decolonization debate, [this shift] has the potential to offer a more flexible continuum in which to position different learning opportunities”. It also recognises the importance of group and individual agency and the importance of informal contexts in learning to teach. 12 | Monitor 14 | Learning to Teach in Higher Education in South Africa The publication of this research report takes forward the CHE’s ongoing endeavours to improve and enhance the quality of teaching and learning in higher education. It serves to complement the more practical implementation of quality assurance in higher education, which for the CHE has largely entailed a focus on teaching and learning, whether in accreditation, audits or the Quality Enhancement Project (QEP) that began in 2014 in which one of the four focus areas that universities were asked to engage with was “enhancing academics as teachers”. Participation in the QEP over the past three years has contributed to a heightened awareness across the sector of the importance of academics developing competence in university teaching, particularly given the increased emphasis being placed on student success by both the government and higher education institutions themselves. As a result, universities are becoming more intentional in their efforts to help academics develop this competence. The release of the study is therefore timely, as not only will it add to our collective understanding of the complexities and nuances in the interrelationships between structure, culture and agency that inform and influence academics in their roles as teachers, but it will serve as a useful resource for institutions in their efforts to enhance university teachers and teaching. The Higher Education Monitor series, as was elaborated in the first issue in 2003, “aims to stimulate research and the production of knowledge and interpretive frameworks that could contribute to better theorisation of higher education, more rigorous analysis of higher education complexities and more effective strategies for change and progress”. It is our hope that this report will do exactly that. , We thank the National Research Foundation for funding the project that made the study and the ensuing report possible, Professor Brenda Leibowitz for leading the team of researchers, our external reviewers, and the individual authors who took the time to present drafts of their chapters to Dr Webbstock of the CHE at a workshop in May 2016.
- Full Text:
- Date Issued: 2017
- Authors: Council on Higher Education (South Africa) , Leibowitz, Brenda , Bozalek, Vivienne , Garraway, James , Herman, Nicoline , Jawitz, Jeff , Muhuro, Patricia , Ndebele, Clever , Quinn, Lynn , Van Schalkwyk, Susan , Vorster, Jo-Anne E , Winberg, Chris
- Date: 2017
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66524 , vital:28958
- Description: publisher version , Preface by Prof Narend Baijnath: “Teaching and learning are never neutral. Every aspect is ideological in nature: from the admission of students, to the selection of curriculum content, to the adoption of learning materials, to the pedagogical approach, to the mode of assessment and the quality of the feedback. The form of disciplinary knowledge may vary from the more subjective and contentious to the more objective and broadly accepted, but teaching and learning remain highly political acts across all institutions, faculties and disciplines. So it is unsurprising that when a country undergoes major social change, ideological demands are placed on teaching and learning.” (HE Reviewed, CHE 2016 p.143). There are many and diverse influences on teaching and learning as a political act, from broad social movements that challenge what is taught, to the ways in which resources have historically been allocated, to the values and goals of different disciplines, and the more immediate institutional and faculty contexts in which they take place. Learning to teach in higher education in South Africa is a timely and well-researched contribution to understanding the influences of that more immediate layer, that is, of institutional contexts, on the professional learning of academics in their roles as teachers. It explores questions of whether it matters to the professional learning process whether one is teaching in a context in which resources are scarce, or whether the departmental leadership style is authoritarian, or whether an institution has a strong drive to increase research output. And if it matters, what are the implications for facilitating opportunities for academics to ‘learn to teach’ in higher education? Undertaken by a team of academic staff developers across eight institutional contexts, this research report offers a comprehensive, nuanced and theorised set of insights into the role that context plays in the ways in which academics learn to teach. Such insights can inform the development of professional learning initiatives at both the institutional and national policy levels. The report is one of the outcomes of a large-scale study carried out between 2011 and 2016, made possible by funding from the National Research Foundation. It has spawned many research articles, books and PhD studies (see Appendix One) and has thus in itself provided a vehicle for the development of further research and researchers on the subject. The team chose to work collaboratively, with all the possibilities and difficulties that that entails, as reflected on in Chapter 7. Thereby, it also offers an illuminating reflection and insights into such research methodology. While the report does not specifically set out to offer anything new or surprising about the cultural and contextual differences between institutions, it does offer a coherent interpretation of such complex and intersecting conditions examined through a single theoretical lens. Indeed, the concepts of ‘structure, culture and agency’ as developed in the work of the social realist, Margaret Archer, formed the theoretical canvas for the study. The theory allows for the analytical separation of different domains for the purposes of understanding the interplay of relations, but it also offers a hope of bringing about social transformation through exercising particular modes of reflexivity. As the report argues, quoting Archer, transforming our positions in society is possible, but “their transformation depends partly on the subjective reflexivity of primary agents in seeking to play an active part in reshaping society’s resource distribution”. The researchers may not always have found it easy to apply a single theoretical lens, but the theory based study provides a coherent representation of the differences and similarities between the institutional contexts of the eight universities, throwing into relief their different influences on professional learning, and points to pathways towards the improvement of teaching and learning in South African higher education. A major contribution of this report that is likely to influence the discourse on teaching and learning significantly, is the conceptual shift from ‘professional development’ to ‘professional learning’. As an external reviewer noted, “in the context of the decolonization debate, [this shift] has the potential to offer a more flexible continuum in which to position different learning opportunities”. It also recognises the importance of group and individual agency and the importance of informal contexts in learning to teach. 12 | Monitor 14 | Learning to Teach in Higher Education in South Africa The publication of this research report takes forward the CHE’s ongoing endeavours to improve and enhance the quality of teaching and learning in higher education. It serves to complement the more practical implementation of quality assurance in higher education, which for the CHE has largely entailed a focus on teaching and learning, whether in accreditation, audits or the Quality Enhancement Project (QEP) that began in 2014 in which one of the four focus areas that universities were asked to engage with was “enhancing academics as teachers”. Participation in the QEP over the past three years has contributed to a heightened awareness across the sector of the importance of academics developing competence in university teaching, particularly given the increased emphasis being placed on student success by both the government and higher education institutions themselves. As a result, universities are becoming more intentional in their efforts to help academics develop this competence. The release of the study is therefore timely, as not only will it add to our collective understanding of the complexities and nuances in the interrelationships between structure, culture and agency that inform and influence academics in their roles as teachers, but it will serve as a useful resource for institutions in their efforts to enhance university teachers and teaching. The Higher Education Monitor series, as was elaborated in the first issue in 2003, “aims to stimulate research and the production of knowledge and interpretive frameworks that could contribute to better theorisation of higher education, more rigorous analysis of higher education complexities and more effective strategies for change and progress”. It is our hope that this report will do exactly that. , We thank the National Research Foundation for funding the project that made the study and the ensuing report possible, Professor Brenda Leibowitz for leading the team of researchers, our external reviewers, and the individual authors who took the time to present drafts of their chapters to Dr Webbstock of the CHE at a workshop in May 2016.
- Full Text:
- Date Issued: 2017
- «
- ‹
- 1
- ›
- »