Critical Studies in Teaching and Learning最新文献_第2页

Towards a More Capacious, Kindly and Caring Criticality: A Post-Critical Manifesto for Ethical-Relational-Creative Reviewing 走向更宽容、更友善、更关怀的批判:伦理关系创造性评论的后批判宣言

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11isi.640

Carol Taylor, Joy Cranham, Sally Hewlett, Hannah Hogarth

{"title":"Towards a More Capacious, Kindly and Caring Criticality: A Post-Critical Manifesto for Ethical-Relational-Creative Reviewing","authors":"Carol Taylor, Joy Cranham, Sally Hewlett, Hannah Hogarth","doi":"10.14426/cristal.v11isi.640","DOIUrl":"https://doi.org/10.14426/cristal.v11isi.640","url":null,"abstract":"The words ‘criticality’, ‘critical’, and ‘critique’ can often summon up painful, exposing, and difficult experiences. In a higher education system shaped by hierarchical cultures, abuses of power, performative metrics and competitiveness, many of us are often positioned as (and internalise a sense of ourselves as) lacking. This imputed sense of ‘lack’ begins early in our educational careers and its affective impress often stays with us. As PhD students, we are required to subject ourselves to critique in order to pass confirmation processes; as article authors, our work stands or falls at the critical hands of journal reviewers and editors who, as gatekeepers, decide which of us is ‘accepted’ or ‘rejected’. We write as four members of the larger Get Up and Move! Collective, using the special issue call from CriSTaL to explore criticality, critical, critique, to revisit our own contested entanglements in/with criticality in higher education. We deploy the methodological approaches of compositing and composting to ponder the inimical conditions, negative behaviours, and ill-judged peer review comments that give rise to damaging modes of critique. From our work in the Collective, we consider what a more capacious, kindly, and caring criticality might look, feel, and be like. The article ends with A Post-Critical Manifesto for Ethical-Relational- Creative Reviewing, which outlines a praxis for doing criticality differently.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66976358","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}

引用次数: 0

A reflection on critical reflection in professional education research 对专业教育研究中的批判性反思的思考

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11isi.626

Chris Winberg, J. Garraway, P. Engel-Hills

{"title":"A reflection on critical reflection in professional education research","authors":"Chris Winberg, J. Garraway, P. Engel-Hills","doi":"10.14426/cristal.v11isi.626","DOIUrl":"https://doi.org/10.14426/cristal.v11isi.626","url":null,"abstract":"The roots of universities of technology can be traced back to technical colleges, which required compliance with industry standards, and the rule of labour markets. Universities of technology thus entered the university space, largely without an established critical tradition in teaching, learning, and research. This is the issue that we address in this paper, which is intended to inform potential authors in technical, vocational, and professional higher education who would like to publish their educational research studies in Critical Studies in Teaching and Learning (CriSTaL). The issue is important as universities of technology in South Africa are increasingly taking on the mantle of professional education, particularly in the fields of health, engineering, and applied sciences. In this paper, we discuss examples of published educational research that critique some of the ‘taken-for-granted’ ideas that have shaped the practices and aspirations of universities of technologies. The examples show that by judiciously drawing on traditions of critical reflective practice, and by bringing new ideas, concepts, and theories into educational research studies, further critical concepts can evolve. These new critical concepts will be of interest to the readers (and reviewers) of CRiSTaL, but more importantly could inspire universities of technology to reaffirm their connection to practice and begin to create a critical space for their own scholarly – and critical – identities.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66975855","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}

引用次数: 0

Doctor who? Developing a translation device for exploring successful doctoral being and becoming 医生吗?开发一种探索成功博士存在与成长的翻译装置

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11i1.618

Sherran Clarence, M. van Heerden

引用次数: 0

Reimaging reflexivity through a critical theoretical framework: Autoethnographic narratives on becoming a (de)colonised researcher 通过一个批判的理论框架重新想象反身性:成为(去)殖民研究者的自我民族志叙事

Critical Studies in Teaching and Learning Pub Date : 2023-01-01 DOI: 10.14426/cristal.v11i1.642

Danica Sims

{"title":"Reimaging reflexivity through a critical theoretical framework: Autoethnographic narratives on becoming a (de)colonised researcher","authors":"Danica Sims","doi":"10.14426/cristal.v11i1.642","DOIUrl":"https://doi.org/10.14426/cristal.v11i1.642","url":null,"abstract":"The theory and practice of reflexivity need to be reimagined. In the increasingly globalised world of medical education research, critical perspectives and methodologies for honest, powerful, and just reflexivity are needed. Autoethnography offers a compelling methodological approach to reflexivity, for it interrogates self and interpersonal interactions within socio-cultural contexts through retrospective autobiographical storytelling. Southern theory, decoloniality, and intersectionality together framed critical reflections on power inequalities at personal, contextual, and epistemological levels, throughout the qualitative research process. Reflective questions informed by these theories are included to practically guide individuals in their reflexivity. We are collectively responsible for epistemically- and socially-just research, which means the disruption of normative and hegemonic (i.e., White, Western, Eurocentric, and colonial) research and reflexivity practices; and the development of ethical research that does not reproduce inequalities but welcomes and amplifies other ways of knowing, doing and being.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66975951","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}

引用次数: 1

Suitably Strange: Re-imagining learning, scholar-activism, and justice 适当的奇怪:重新想象学习、学者行动主义和正义

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.511

D. McGarry

引用次数: 0

Fieldwork Dynamics in a Higher Education Setting amid the COVID-19 Pandemic COVID-19大流行期间高等教育环境中的实地考察动态

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.444

P. Nyoni, Olaide Agbaje

引用次数: 0

The Africanisation of universities in Africa: Reclamation of humanity and rationality 非洲大学的非洲化:人性与理性的复垦

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.487

J. Hungwe, Thembani Mkhize

{"title":"The Africanisation of universities in Africa: Reclamation of humanity and rationality","authors":"J. Hungwe, Thembani Mkhize","doi":"10.14426/cristal.v10i1.487","DOIUrl":"https://doi.org/10.14426/cristal.v10i1.487","url":null,"abstract":"The process of Africanisation teaching and learning in universities in Africa is an extremely important endeavour; yet, this noble undertaking is conceptually disputed and trivialised in certain scholarly circles. Owing to the negative perceptions associated with Africa, there are reservations associated with Africanisation. Accordingly, there are perceptions that Africanisation may compromise the standard of education, the quality of lecturing staff and research, as well as the general deterioration of infrastructure. Additionally, in some scholarly cycles, Africanisation is regarded as anachronistic and confrontational to global dimensions of knowledge, as well as teaching and learning. On the other hand, proponents of Africanisation uphold the perspective that teaching and learning draw relevance by incorporating local knowledge traditions. Against the backdrop of these conceptual contestations, the concern that dominates this article is that it is imperative that the process of Africanisation be founded on guiding philosophical principles. In this article, the argument is made that notions of humanity and rationality provide a philosophical framework for the process of Africanisation.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66975097","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}

引用次数: 1

Learning with labyrinths: Neurodivergent journeying towards new concepts of care and creative pedagogy through participatory community autism research 迷宫式学习:通过参与式社区自闭症研究，神经发散者走向关怀和创造性教学法的新概念

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.546

N. Shaughnessy

{"title":"Learning with labyrinths: Neurodivergent journeying towards new concepts of care and creative pedagogy through participatory community autism research","authors":"N. Shaughnessy","doi":"10.14426/cristal.v10isi.546","DOIUrl":"https://doi.org/10.14426/cristal.v10isi.546","url":null,"abstract":"This paper arises from a UK research project, Playing A/Part, which explores the identities and experiences of autistic girls through creative practices and the implications for pedagogy. Funded by the Arts and Humanities Research Council, the project was an interdisciplinary collaboration using mixed-measures and a creative and participatory approach to co-produce new knowledge about this under-represented group. The research engaged 77 girls, aged 11 to 16, in a range of educational settings: Special Educational Needs, mainstream, and selective. The focus of discussion is the emergence of the labyrinth as a creative tool for learning and well- being and the implications for care and learning in neurodivergent contexts. After contextualising the study in relation to research on autism and gender, the paper explains how labyrinths offered an appropriate ethical, aesthetic, and sensory space for the creative pedagogic practices within the research programme. The paper also considers the implications of the study for higher education in terms of teaching neurodivergent learners, and research approaches to autism.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66975354","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}

引用次数: 1

Learning to become entrepreneurial through a change laboratory methodology 通过改变实验室方法学习成为企业家

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.527

J. Garraway, H. Friedrich-Nel, Hanlie Dippenaar

引用次数: 0

Decoloniality, Language and Literacy: Conversations with Teacher Educators 非殖民化、语言和扫盲:与教师教育者的对话

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i2.619

Lizzi O'Milligan

引用次数: 0