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Critical Studies in Teaching and Learning最新文献

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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
{"title":"Decoloniality, Language and Literacy: Conversations with Teacher Educators","authors":"Lizzi O'Milligan","doi":"10.14426/cristal.v10i2.619","DOIUrl":"https://doi.org/10.14426/cristal.v10i2.619","url":null,"abstract":"Thisedited collection sets outto counter hegemonic and monolingual education and language practices, both in teacher education programmes and the schooling system where these trainee teachers will work. It developed from conversations between teacher educators at University of Cape Town during the student protest movements between 2015 and 2017, which called for both free and decolonized education(a focus of many articles in this journal;see, for example, Shay, et al., 2016; Sebidi & Morreira, 2017; Hlatshwayo, 2021). A deep sense of dialogue, reflexivity,and activism permeate the contributions, encouraging the reader to feel part of ongoing conversations for thiscollective and decolonial endeavour. Another real strength of the book comes in the inclusion of a variety of unconventional contributions, with interviews, reflections, visual essays,and poems alongside more traditional book chapters that include multimodal and multilingual data. This is entirely coherent with the decolonial praxis modelled throughout the book and points to new ways that we can allpush at the boundaries of what is considered academic writingto enable epistemic justice.","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":"66975149","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
Caring and Criminalising 关怀与定罪
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.552
A. Lingis
{"title":"Caring and Criminalising","authors":"A. Lingis","doi":"10.14426/cristal.v10isi.552","DOIUrl":"https://doi.org/10.14426/cristal.v10isi.552","url":null,"abstract":"In the United States, many schools hire police to patrol the grounds and more call upon police to arrest students for violation of school policies. Many of these will be incarcerated within the subsequent five years. The widespread adoption of surveillance cameras, zero tolerance, and police presence in schools has resulted in more students being criminalised. This reflective essay examines the ideology supporting this school-to-prison pipeline. What conception of justice has been responsible for mass incarceration? Why are surveillance cameras, police, and zero toler- ance taken to be effective? Why has rehabilitation given way to retribution? Why does the public accept the criminalisation of youth in schools?","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":"66975397","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
Barriers to research access during COVID-19: Interviewing students with disabilities in South African higher education COVID-19期间研究获取的障碍:采访南非高等教育中的残疾学生
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.419
S. Ndlovu
{"title":"Barriers to research access during COVID-19: Interviewing students with disabilities in South African higher education","authors":"S. Ndlovu","doi":"10.14426/cristal.v10i1.419","DOIUrl":"https://doi.org/10.14426/cristal.v10i1.419","url":null,"abstract":"Carrying out research using face-to-face interviews with students with disabilities has been most difficult in higher education during COVID-19 pandemic. This paper seeks to answer the question: what are the barriers confronted by researchers in conducting interview research with students with disabilities in South African higher education during the COVID-19 pandemic? Data were collected by analysing and synthesising South African and international literature available in Research Gate, ERIC, JSTOR, Sabinet, ProQuest, books, journal articles, and online resources. With Critical Disability Theory illuminating the study, the major finding was that there are communication barriers when interviewing students with disabilities. The nature of the communication challenges varies from one category of disability to the other and have been exacerbated during COVID-19, thus limiting the voice of those students in research which could contribute to improvement in their learning.","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":"66974566","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: 2
Using scaffolding academic literacy practices in tertiary classrooms: A South African case study 在高等教育课堂中使用脚手架进行学术扫盲实践:一个南非的案例研究
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.515
C. Bertram, Kathryn Johnson, J. Goldring
{"title":"Using scaffolding academic literacy practices in tertiary classrooms: A South African case study","authors":"C. Bertram, Kathryn Johnson, J. Goldring","doi":"10.14426/cristal.v10i1.515","DOIUrl":"https://doi.org/10.14426/cristal.v10i1.515","url":null,"abstract":"Academic development research supports embedding academic literacies development in disciplinary teaching. This enables students to experience reading and writing as disciplinary academic practices. However, few lecturers have the language knowledge and the pedagogical expertise to do this. The Reading to Learn pedagogy provides a scaffolded methodology that lecturers in higher education can adapt. We reflect on our own experiences of using these scaffolded academic literacy practices in three cases: with first year biology students, biochemistry Honours students and Masters in Education students. We argue that scaffolded academic literacy practices are useful because they emphasise both the reading and writing of texts in the discipline, provide an educational approach to plagiarism by modelling how to meaningfully paraphrase academic text, and support learner engagement. Additionally, the professional learning opportunities help academics to develop both knowledge of language and a clear methodology which can be adapted to a range of disciplines and levels.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"23 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66974703","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
Text, Voice-notes, and Emojis: Exploring the use of WhatsApp as a responsive research method for qualitative studies 文本，语音笔记和表情符号:探索使用WhatsApp作为定性研究的响应性研究方法
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.423
Ziyanda Mwanda
{"title":"Text, Voice-notes, and Emojis: Exploring the use of WhatsApp as a responsive research method for qualitative studies","authors":"Ziyanda Mwanda","doi":"10.14426/cristal.v10i1.423","DOIUrl":"https://doi.org/10.14426/cristal.v10i1.423","url":null,"abstract":"Unprecedented times are upon us and the need for ethically responsive online research methods is increasing exponentially. Currently, literature is showing that previously frowned upon methods such as the use of social media continue to offer solutions to traditional research challenges in times of COVID-19 and beyond. This paper describes how the features of WhatsApp were used to respond to the needs of geographically dispersed, working study participants. Tronto’s Ethics of Care framework is employed as a lens to place emphasis on the elements of care this emerging method offers. Participants and the researcher reflected on the high level of responsiveness WhatsApp offered as a method and the drawbacks are also discussed. In conclusion, this paper offers a list of recommendations that researchers need to take into account when using WhatsApp as a method in a context-sensitive manner.","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":"66974737","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
Challenging the "Apartheids" of Knowledge in Higher Education through Social Innovation 以社会创新挑战高等教育中的知识“种族隔离”
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.52779/9781991201058
S. Mcintosh
{"title":"Challenging the \"Apartheids\" of Knowledge in Higher Education through Social Innovation","authors":"S. Mcintosh","doi":"10.52779/9781991201058","DOIUrl":"https://doi.org/10.52779/9781991201058","url":null,"abstract":"In order to understand the relationship between social innovation and the reimagining of the knowledge economy necessary to reorient higher education most fully towards the public good, we must draw from the experiences of those working on the front lines of change. This collection represents diverse voices and disciplines, drawing together the critical reflections of academics, students and community partners from across South Africa. The book seeks to bring together theoretical and practical lessons about how research methods can be used in socially innovative ways to challenge the ‘apartheids’ of knowledge in higher education and to promote the democratisation of the knowledge economy.","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":"70984441","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
“The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care: “我见过的最多的”:以劳动为基础的评分作为护理的教学实践;
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.538
L. Gibson, G. Otsuki, Jordan Anderson
{"title":"“The most seen I have ever felt”: Labour-Based Grading as a pedagogical practice of care:","authors":"L. Gibson, G. Otsuki, Jordan Anderson","doi":"10.14426/cristal.v10isi.538","DOIUrl":"https://doi.org/10.14426/cristal.v10isi.538","url":null,"abstract":"This paper discusses experiments with Labour-Based Grading (LBG) in undergraduate anthropology courses at Te Herenga Waka—Victoria University of Wellington. Since before the COVID-19 pandemic, we have been aware that our teaching was not serving students, especially those from different class backgrounds and historically marginalized communities, and those with learning disabilities or mental health issues. The challenges these students face are compounded by a secondary school education that does not adequately prepare them for university, leaving many feeling uncared for in the classroom. In response, we developed pedagogical practices of care using LBG. We discuss LBG as an assessment method that determines students’ grades based on the time and effort they spend on an assignment, instead of more conventional subjective criteria. We reflect on staff and student experiences with LBG to offer it as a model for a future of learning that actualizes care in the classroom.","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":"66975332","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
Reconceptualising ‘caring’ in e-tutor-student interactions during the Covid-19 pandemic in an ODeL university in South Africa 在南非一所ODeL大学，在2019冠状病毒病大流行期间，重新定义电子导师与学生互动中的“关怀”
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i2.571
Thembeka Shange
{"title":"Reconceptualising ‘caring’ in e-tutor-student interactions during the Covid-19 pandemic in an ODeL university in South Africa","authors":"Thembeka Shange","doi":"10.14426/cristal.v10i2.571","DOIUrl":"https://doi.org/10.14426/cristal.v10i2.571","url":null,"abstract":"In South Africa and elsewhere, the outbreak of Covid-19 in 2020 and the lockdown regulations forced both academics and students to adapt to a new reality of fully online modules and assessments. This catapulted relations in higher education into the spotlight. The concern of this paper is how e-tutors in an Open Distance e-Learning (ODeL) university in South Africa have enacted care in online interaction with the students during this period. Available research focuses on online interaction; however, there is a paucity when it comes to care cultivated by e-tutors on students to increase online interactions during the covid-19 pandemic. Through the lens of Relational Care, this paper seeks to reconceptualise care during e-tutor-student interaction in one of the English modules at a mega South African ODeL university. Data were collected through a survey completed by e-tutors (n = 8) and lecturers (n = 4) of one of the English modules at this university. Through content analysis, patterns and categories emanating from the data were extracted. Findings indicated that e-tutors and lecturers had minimal understanding of how to enact care in this environment during the covid-19 pandemic. Future research should focus on how to manage student online interaction in an OdeL environment during crises.","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":"66975446","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
Education, Communication and Democracy in Africa A Democratic Pedagogy for the Future 非洲的教育、传播与民主:面向未来的民主教学法
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.575
M. Keane
{"title":"Education, Communication and Democracy in Africa A Democratic Pedagogy for the Future","authors":"M. Keane","doi":"10.14426/cristal.v10i1.575","DOIUrl":"https://doi.org/10.14426/cristal.v10i1.575","url":null,"abstract":"Education, Communication and Democracy in Africa A Democratic Pedagogy for the Future. Editors: Manthalu, C.H.; Chikaipa, V. and Gunde, A. M. (2022)","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":"66975364","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
Using partial justice to interrogate the meanings and applications of social justice in service-learning 用部分公正来探讨社会公正在服务学习中的意义和应用
Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i2.551
Ntimi N. Mtawa
{"title":"Using partial justice to interrogate the meanings and applications of social justice in service-learning","authors":"Ntimi N. Mtawa","doi":"10.14426/cristal.v10i2.551","DOIUrl":"https://doi.org/10.14426/cristal.v10i2.551","url":null,"abstract":"This paper provides an account of the concept of social justice and how it is loosely and uncritically defined and applied in service-learning context. Social justice is deemed as an approach to service-learning, which allows all actors to actively participate in decision-making, share power and benefit equally. This framing of social justice in service-learning is largely within the realm of John Rawls’ perfect justice. There is relatively little attention given to small and actionable changes yielded in and through service-learning. As such, this paper uses the concept of ‘partial justice’ as purported by Amartya Sen to interrogate the meanings and applications of social justice in service-learning. The paper draws on qualitative data collected through document analysis, focus groups and semi-structured interviews with students, staff, and community members. The focus and contribution of the paper is timely and pertinent given the unexamined conceptions and use of social justice in service-learning context.","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":"66975419","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
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