Transformation in Higher Education最新文献

{"title":"Bruno Latour and the myth of autonomous academic discipline: Rethinking education in the light of various modes of existence","authors":"Colby Dickinson","doi":"10.4102/the.v4i0.75","DOIUrl":"https://doi.org/10.4102/the.v4i0.75","url":null,"abstract":"Background: Issues of identity, interdependence, relationality and violence are far larger than the human species alone, although humanity has often pretended as if it alone were the beneficiaries of studying such ideas. Aim: Pedagogically, the complexity of existence beyond human being must influence the traditional humanities curriculum or risk further isolation and alienation within humanity-dominant narratives. Setting: As climate change continues to alter our comprehension of what is truly at stake in the survival of life on this planet, however, humankind needs a complete rethinking of its relationship with the multiple forms of life that dwell alongside it, as well as the traditional division between the humanities and the sciences within academic settings. Methods: It is with this scenario before us that I turn to the work of Bruno Latour who re-conceives of humanity’s relationship with nature as an interdisciplinary and boundary-crossing project, one that has deep pedagogical implications. Results: I demonstrate how Latour’s collaborative and highly original work ranges across disciplines and provides new ways to contemplate research in academia. Conclusion: Latour’s thought moves beyond polarising anti-humanist language and towards a way to limit the sovereign claims of humanity, opening discourse towards other non-human participants.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/the.v4i0.75","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42546375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring shame and pedagogies of discomfort in critical citizenship education","authors":"E. Costandius, N. Alexander","doi":"10.4102/the.v4i0.73","DOIUrl":"https://doi.org/10.4102/the.v4i0.73","url":null,"abstract":"Background: Social transformation in South Africa is a sensitive issue because of the historical realities of segregation and past injustices. Aim: To address transformation, Visual Communication Design students were asked to design an exhibition, event, sculpture or garden to memorialise the forced removals that took place on the site of the current Arts and Social Sciences Building of Stellenbosch University and to thereby contribute with their own ‘voices’ to an event or exhibition. Setting: The focus of the project was to memorialise the forced removals that occurred on the place known then as Die Vlakte. The aim was to investigate the reactions of students and community members to explore how a visual communication project prepared them or failed to prepare them for dealing with social injustice. Methods: A case study research design was applied, and inductive qualitative content analysis was used in processing and organising data. The theoretical framework included critical citizenship education, social justice, pedagogy of discomfort, shame and white shame. Results: Critical citizenship education may form part of pedagogies of discomfort, and shame may be used positively as we ask students to negotiate emotionally charged subjects through visual communication. Conclusion: As the case studies have shown, students are capable of identifying sources of discomfort and growing from them to perceive a local historic event in a more sensitive and inclusive way.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/the.v4i0.73","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45555816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Securitisation theory and the securitised university: Europe and the nascent colonisation of global intellectual capital","authors":"L. Gearon","doi":"10.4102/THE.V4I0.70","DOIUrl":"https://doi.org/10.4102/THE.V4I0.70","url":null,"abstract":"Background:  This article explores the increasing prevalence of security themes in higher education policy. Aim:  Addressing neglect in security studies on the role of the university in the processes of securitisation, this article shows the integral relationship between securitisation theory and the securitised university. Setting:  Drawing on exemplars from European higher education, the article argues that this complex epistemological transformation is part of a new and as yet little understood new colonisation of global intellectual capital. Methods:  The argument is in three stages: (1) that securitisation theory can account for the emergence of the securitised university; (2) that this securitisation of universities is integral to the political process of Europeanisation; and (3) that from this European context we may glimpse a nascent colonisation of global intellectual capital. Results:  This analysis of securitisation has, therefore, deep if as yet little explored epistemological implications for the transformation of universities worldwide, particularly because of this epistemological dimension, a  de facto  securitisation of knowledge. Conclusion:  This article concludes that these transformations are also important if at present neglected element to historic and contemporary debates on decolonising the curriculum, which frequently highlight the postcolonial relations and culturally still powerful relations between continents, for example between Europe and Africa.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/THE.V4I0.70","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47047898","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Decolonising the higher education curriculum: An analysis of African intellectual readiness to break the chains of a colonial caged mentality","authors":"J. Nyoni","doi":"10.4102/THE.V4I0.69","DOIUrl":"https://doi.org/10.4102/THE.V4I0.69","url":null,"abstract":"Background:  Forging ‘new’ decolonial education curriculum policy reform with ill-conceived intents may lead to both socio-political and economic pathologies and failure. Aim:  The aim of the social sciences meta synthesis done was to consolidate gathered evidence from published scientific articles on decolonial curriculum reform policies. It was critical during the process of synthesising to acknowledge the fact that Africans continue to experience multifaceted socio-political and economic shifts of being as influenced by a variety of global ideologies. Concerted decolonial efforts should be made to manage these matrices of material social constructs such that the contamination and decapitation of true African educational curricula, identities, cultures, values, ethos and principles are curtailed. Setting:  The critical exploration of meta-data underpinned by a critical-dialectical perspective attempted to dig beneath the impact of coloniality of power on the conscious mind of an African intellectual. The critical social research analyses how the African colonised mind can effectively decolonise African university curriculum given their colonially captured mind. Method:  An extensive search, guided by selected key words, yielded about 35 articles on decolonisation but were trimmed down to 15 as determined by my main focus thus: decolonial curriculum reform in post-colonial nation states. Results:  Findings indicate that African scholars, political pundits and researchers tend to rely on the mentally embedded notion of caged colonial mentality (CCM) in advocating for decolonial curriculum reform, with little regard for the multifaceted seismic shifts that impact on the socio-politico-education life of post-colonial African existential Beings. Conclusion:  I strongly advocate for the dismantling of systemic CCM and embrace those seismic shifts that incorporate contemporary decolonial projects when crafting the architecture for decolonial curriculum designs that build on appropriate knowledge, competences, skills, values, beliefs and practices from around the globe to buttress multiplicities of identities, while nevertheless retaining Africa’s interests at the centre.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/THE.V4I0.69","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46649161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying Ayittey’s Indigenous African Institutions to generate epistemic plurality in the curriculum","authors":"O. Eybers","doi":"10.4102/THE.V4I0.68","DOIUrl":"https://doi.org/10.4102/THE.V4I0.68","url":null,"abstract":"Background:  South Africa’s institutions of higher learning are currently experiencing a dispensation in which calls for curricula transformation and decolonisation reverberate. While the need for curricula evolution is generally accepted, there appears to be a lack of awareness of methodologies which are applicable to changing curricula. To this end the study proposed the incorporation of Ayittey’s text Indigenous African Institutions into mainstream curricula for the following reasons: It is a rich source of indigenous African knowledge and includes history and information which relate to all disciplinary faculties and their areas of teaching. Aim:  The following conceptual study aimed to highlight the value of George Ayittey’s seminal text,  Indigenous African Institutions  of 2006, towards implementing curricula in South African universities that are epistemically diverse. Setting:  This study is contextualised in higher learning spaces in the African context. Method:  The methods of this study involved a textual probing of previous discourses on epistemic diversity in university curricula that value pre-colonial African history. The study also highlighted pre-colonial African modes of organisation as emphasised in Ayittey’s texts, which are relevant epistemic sources for dissemination in contemporary, African scholarly. Results:  The results of the study indicated that Africa’s pre-colonial era contains rich sources of indigenous and epistemic knowledge required for social organisation during that era. Ayittey’s text describes how African cultures gave form to relationships between families, communities, nations and the natural environment. This knowledge was seen as valuable for curriculum developers who aim to implement epistemically diverse curricula in mainstream African university modules. Conclusion:  The study concluded by conceptually arguing for curricula that incorporate and draw on regional and global contexts. Ayittey’s text is an enabling instrument in such a curricula model that aims to increase student awareness of indigenous African epistemic systems and modes of organisation, as related to the rest of the humanity. It was also argued that when juxtaposed with western epistemic modes in the curriculum, Africa’s epistemologies may aid in creating inclusive learning experiences.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/THE.V4I0.68","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48154021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum: Global world, global mind: Narratives of the University of Hong Kong Worldwide Exchange students","authors":"Ivy C.C. Lai","doi":"10.4102/the.v4i0.63","DOIUrl":"https://doi.org/10.4102/the.v4i0.63","url":null,"abstract":"","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/the.v4i0.63","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42826934","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum: Education hubs and private higher education expansion in small island developing states contexts: The case of Mauritius","authors":"H. Mariaye, Michael Samue","doi":"10.4102/the.v4i0.62","DOIUrl":"https://doi.org/10.4102/the.v4i0.62","url":null,"abstract":"","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/the.v4i0.62","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41805991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher training for religious education: Engaging academics through the Dialogical Self Theory","authors":"C. Bakker, I. T. Avest","doi":"10.4102/THE.V4I0.50","DOIUrl":"https://doi.org/10.4102/THE.V4I0.50","url":null,"abstract":"Background:  In the Netherlands, most of the academic curricula for teacher training in religious education (RE) focus on shortfalls of students, like a lack of knowledge about the plurality of worldviews and the diversity in interpretations of the Christian tradition. In our research project, the focus is not on the students, but on the university professors and lecturers who teach the subject of RE: professors and lecturers who train and educate students to teach RE. Aim:  The main aim of the project was to gain a better insight into the inherent complexity of the professionalism of academics, that is, their own positionality in the plurality of the Roman Catholic traditions they adhere to in relation to their capabilities and commitment to the current curriculum – the ‘old’ one – and the new curriculum to be developed, in the context of the Dutch plural society. Setting:  Respondents in this research were university professors and lecturers of the Teacher Training Institute of Tilburg University, located at Utrecht, the Netherlands. Methods:  For this investigation, we used a research instrument based on the dialogical self theory and its self confrontation method for organisations to gain insight into professionals’ own and their colleagues’ positionality regarding teaching RE. Results:  Preliminary results show that the self confrontation method for organisations has shown itself to be a challenging instrument to invite academics involved in the process of data construction and data analysis. Conclusion:  Based on these results, we recommend to include the research population in a validation process to increase the sustainability of the results and to maximise engagement in the implementation phase of the new curriculum.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/THE.V4I0.50","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41969643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A black woman’s perspective on understanding transformation and diversity in South African higher education","authors":"Juliet Ramohai","doi":"10.4102/THE.V4I0.58","DOIUrl":"https://doi.org/10.4102/THE.V4I0.58","url":null,"abstract":"Background:  Today, transformation and diversity are concepts that form an integral part of the functioning of higher education institutions globally. These two concepts have drawn vast amounts of interest from scholars who work in the field of higher education studies. Aim:  The current article considers the perspectives of black women academics in an exploration of the concepts of transformation and diversity. This standpoint approach brings to the fore the voices of black women in the changing higher education landscape, in an attempt to provide an understanding of prevailing gender inequalities. Setting:  The study was conducted at one higher education institution, involving women academics from different faculties and different social backgrounds. Methods:  The adoption of a gender approach sheds light on a social justice perspective that higher education institutions in South Africa aspire to attain. The article reports on 12 black women’s configuration of transformation and diversity from a gender perspective in a country where gender in higher education has always been an issue of contention. Results:  The inclusion of four white women academics in the study served the goal of contrasting their views with those of the black women, to illuminate the intersectionality of race and gender in human experiences. A thematic analysis of data highlights the complexities of understanding the role of institutional management, self-responsibility and self-awareness in transformation and diversification processes. The role of different standpoints in understanding transformation also came out strongly in the findings. Conclusion:  It can, therefore, be concluded that standpoints play a crucial role in meaning making and experiences of transformation for women academics in institutions of higher learning.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/THE.V4I0.58","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46428362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Acquisition of pedagogical knowledge by instructors of veterinary medicine","authors":"J. Shivley","doi":"10.4102/THE.V4I0.54","DOIUrl":"https://doi.org/10.4102/THE.V4I0.54","url":null,"abstract":"Background:  When practitioners of veterinary medicine enter academia as faculty or clinical instructors, they are asked to perform research, provide service and outreach, and educate students, yet the teaching component is a struggle for many. It has been posited that academic clinicians develop a teaching style similar to those they observed while in school but this has not been confirmed with empirical evidence. Aim:  The aim of this research was to determine how veterinary instructors obtained pedagogical knowledge prior to their faculty appointment. Setting:  The sample consisted of veterinary faculty at a college of veterinary medicine from the southeastern United States. The land-grant university that the veterinary school is associated with is one of only a few schools to earn both research and community engagement rankings from the Carnegie Foundation for the Advancement of Teaching. Methods:  Online surveys were administered to a stratified sample of veterinary faculty and instructors. A mixed-methods approach was utilised to collect and analyse both close-ended and open-ended data. A coding process provided labels for emerging themes, concepts and examples and each research question was answered with descriptive detail. Results:  Descriptive results showed that most instructors (93%) did not receive formal teacher training but derived their pedagogical knowledge from role models prior to teaching. Many faculty members (70%) attended university-sponsored workshops offered by their institutions to build upon and improve their teaching skills. Conclusion:  Overarching themes reflected observational learning  in situ  and a general emphasis on non-cognitive skill development, particularly regarding interpersonal skills.","PeriodicalId":32132,"journal":{"name":"Transformation in Higher Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4102/THE.V4I0.54","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48586346","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}