Critical Studies in Teaching and Learning最新文献_第4页

Caring for authors and activists in the classroom: An activist-caring teaching approach 在课堂上关心作家和活动家:一种关心活动家的教学方法

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.529

Nicholas Apoifis

引用次数: 0

Creativity as care during COVID19: The domestic pedagogies of learning from home 2019冠状病毒病期间的创造力即关怀:在家学习的国内教学法

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.534

Bryoni Trezise

引用次数: 0

Building Dwelling Caring - Some reflections on the future of learning 建筑、居住和关怀——对未来学习的一些思考

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.544

M. Zournazi

引用次数: 1

Theoretical physicist identity development: A critical account of factors influencing progression from novice to expert 理论物理学家身份发展:影响从新手到专家进展的关键因素

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.530

Alan S Cornell, K. Padayachee

引用次数: 0

Beyond heteronormativity towards social justice: Disrupting gender operationalisation in teaching and learning trends in higher education 超越异性恋规范走向社会正义:在高等教育的教学和学习趋势中破坏性别操作化

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.572

Zahraa McDonald, S. Motala

{"title":"Beyond heteronormativity towards social justice: Disrupting gender operationalisation in teaching and learning trends in higher education","authors":"Zahraa McDonald, S. Motala","doi":"10.14426/cristal.v10i1.572","DOIUrl":"https://doi.org/10.14426/cristal.v10i1.572","url":null,"abstract":"Quantitative approaches, based on numerical analyses of operationalised variables, used to present teaching and learning trends in higher education, are pervasive. However, teaching and learning trends disaggregated by gender are generally collected and/or reported according to a binary operationalisation. The gender binary is associated with heteronormative dispositions. This paper examines the extent to which gender operationalisation, as it relates specifically to teaching and learning trends in South Africa, promotes heteronormative dispositions and the consequent implications for social justice. Framed within Nancy Fraser’s approach to social justice, heteronormative dispositions constitute misrecognition and hence injustice. Based on a review of data gathering and reporting on teaching and learning trends by the Department of Higher Education and Training (DHET), it is clear that, at present, non-binary expressions or analyses of gender are misrecognised. The paper argues that gender operationalisation associated with trends in teaching and learning contributes to heteronormative dispositions that are not commensurate with social justice. It calls for the disruption of binary gender operationalisation linked to teaching and learning trends as a mechanism for full recognition and socially just knowledge production. This paper does not focus on research in a moment of social disruption but rather seeks to disrupt research processes which could be exclusionary and promote injustice, and thus interrupt socially-unjust representations, specifically as it relates to gender.","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":"66975237","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

Understanding higher education: Alternative perspectives 理解高等教育:不同的视角

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.565

Jennifer Case

引用次数: 22

Inclusion of students as key stakeholders and agents in the induction of new university teachers: Disrupting the induction status quo 将学生作为关键的利益相关者和代理人纳入大学新教师的诱导:打破诱导现状

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i2.580

F. Ravhuhali, Hlayisani F. Mboweni, Lutendo Nendauni

{"title":"Inclusion of students as key stakeholders and agents in the induction of new university teachers: Disrupting the induction status quo","authors":"F. Ravhuhali, Hlayisani F. Mboweni, Lutendo Nendauni","doi":"10.14426/cristal.v10i2.580","DOIUrl":"https://doi.org/10.14426/cristal.v10i2.580","url":null,"abstract":"Ample research exists on the induction of new academics (NAs) or new university teachers (NUTs), but scholars are silent on students’ inclusion in such inductions. It is on this basis that this paper prompted the views of NAs on the inclusion of students in the induction of new academics. As academic development practitioners, who are part of the New Academics’ Transitioning into Higher Education Project (NATHEP) from 2019 and 2022, we submit and argue that the inclusion of students as partners in the induction of NAs empowers students to take ownership of their learning as students and affords them an opportunity to amplify their voices and contribute meaningfully to higher education spaces. This paper, underpinned by the Theory of Human Care and the Ethics of Care Theory, adopted a qualitative research approach in which both exploratory and explanatory research designs were triangulated. Utilising thematic data analysis, the findings of this paper were drawn from the induction questionnaires distributed and collected from NAs during induction. This paper found that the inclusion of students during induction provides NAs with an opportunity to interact with students and understand students’ challenges and expectations regarding critical teaching and learning issues. This paper has implications for both AD practitioners and higher education institutions on how the inclusion of students should be understood concerning professional development initiatives such as the induction of NAs.","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":"66975505","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

Creativity and Nonconscious Cognition: A Conversation with Mary Zournazi and N. Katherine Hayles (invited contribution) 创造力和无意识认知:与Mary Zournazi和N. Katherine Hayles的对话(特邀贡献)

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.589

M. Zournazi, N. K. Hayles

引用次数: 0

Institutionalisation of academic integrity: Experiences at a distance education university in South Africa during COVID-19 学术诚信制度化:2019冠状病毒病期间南非一所远程教育大学的经历

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i2.585

I. Marais

引用次数: 1

Researching students’ epistemic access under Covid-19: Epistemological and methodological challenges 新冠肺炎背景下学生知识获取研究:认识论和方法论挑战

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.456

M. Cross, L. Govender

引用次数: 0