Critical Studies in Teaching and Learning最新文献_第5页

Endless Study, Infinite Debt: On study inside and outside the university classroom 无止境的学习，无止境的债务:论大学课堂内外的学习

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.516

A. Lorange, Andrew Brooks

引用次数: 0

Reaching across from here to there, in precarious times: Remote-teaching embodied creative practice through scores, instructions, and poetic invitations 在不稳定的时代，从这里延伸到那里:远程教学通过乐谱、指导和诗歌邀请体现了创造性实践

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10isi.523

Alys Longley, Janaína Moraes, J. Cook

引用次数: 0

Higher Education Hauntologies: Living with Ghosts for a Justice-to-Come 高等教育鬼魂学:与鬼魂一起生活，争取正义

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i1.573

Nikki Fairchild, Carol A. Taylor

引用次数: 10

Hybrid approaches to teaching: Re-imagining the teaching of a foundational science course during a global pandemic 混合教学方法:在全球大流行期间重新设想基础科学课程的教学

Critical Studies in Teaching and Learning Pub Date : 2022-01-01 DOI: 10.14426/cristal.v10i2.590

Daniel Parker, Jo-Anne Vorster, Lynn Quinn, M. Blackie

引用次数: 0

Being-in-context through live projects: including situated knowledge in community engagement projects 通过现场项目融入情境：将情境知识纳入社区参与项目

Critical Studies in Teaching and Learning Pub Date : 2021-09-30 DOI: 10.14426/cristal.v9isi.337

C. Abrahams, H. Delport, J. B. Brown, A. Weber, Stadio Hei

{"title":"Being-in-context through live projects: including situated knowledge in community engagement projects","authors":"C. Abrahams, H. Delport, J. B. Brown, A. Weber, Stadio Hei","doi":"10.14426/cristal.v9isi.337","DOIUrl":"https://doi.org/10.14426/cristal.v9isi.337","url":null,"abstract":"This paper explores the ‘live project’ as a pedagogical tool in architectural education in South Africa: one that allows educators and students, through pedagogies-in-context, to access and develop deeply situated knowledge(s) in the context of community engagement. We propose the concept of pedagogies-in-context as pedagogies in multiple overlapping contexts: the physical and social contexts of the higher-education institution, the intellectual, pedagogical, and political contexts of the curriculum, and the socio-economic contexts of educators, students, and communities. A live project allows for multiple ways of being-in-context – as students, educators, researchers, and community members. The paper employs an exploration of and critical reflection on one particular live project. Based on the critical reflection, we propose that in the South African context, live projects can be understood as enterprises to reconstitute situated knowledge(s), thereby empowering students and educators to rewrite their own experiences of learning and teaching by making meaningful connections with communities.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"82 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41308308","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 translanguage pedagogy to promote Biotechnology concept engagement and academic literacy in a linguistically-diverse university context 跨语言教学法，在语言多样的大学环境中促进生物技术概念的参与和学术素养

Critical Studies in Teaching and Learning Pub Date : 2021-09-30 DOI: 10.14426/cristal.v9isi.339

M. Nakhooda, M. Paxton

{"title":"A translanguage pedagogy to promote Biotechnology concept engagement and academic literacy in a linguistically-diverse university context","authors":"M. Nakhooda, M. Paxton","doi":"10.14426/cristal.v9isi.339","DOIUrl":"https://doi.org/10.14426/cristal.v9isi.339","url":null,"abstract":"Following the call for transformation, higher education institutions in South Africa were required to promote and implement indigenous languages in teaching and learning. This has led to various strategies and resources being explored and implemented, multilingual glossaries among them. In science, where English remains the global means of communication, our experience has been that such interventions are often underutilized. A more inclusive, holistic pedagogy is required to adequately prepare students, especially non-English speakers, for international scientific engagement. One such pedagogy is presently proposed and tested. Its purpose is to harness the dominant language - that which is most active in the learners’ minds - to first promote epistemological access to difficult scientific concepts, and after concept acquisition, develop the required English, scientific, and academic literacy. Biotechnology undergraduate students at Cape Peninsula University of Technology (CPUT) - many of whom are international - reported enhancing their learning experience and recognised the significance of their dominant language in deep learning as a result of this translanguage pedagogy. Such a pedagogy demonstrates that multilingualism, far from being viewed as an impediment to teaching and learning, should be seen as a rich resource that needs to be harnessed to facilitate epistemic access, cognitive development, transformation, social cohesion, and respect for all languages.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49214690","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

Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’ 情境响应和以知识为中心的教学:颠覆“最佳实践”的概念

Critical Studies in Teaching and Learning Pub Date : 2021-09-30 DOI: 10.14426/cristal.v9isi.338

C. Jacobs

引用次数: 0

The Pedagogies for critical agency: Portals to alternative futures 关键机构的教育学:通往另类未来的门户

Critical Studies in Teaching and Learning Pub Date : 2021-09-30 DOI: 10.14426/cristal.v9isi.336

R. Ganas, K. Behari-Leak, S. Sabata, N. Chitanand

{"title":"The Pedagogies for critical agency: Portals to alternative futures","authors":"R. Ganas, K. Behari-Leak, S. Sabata, N. Chitanand","doi":"10.14426/cristal.v9isi.336","DOIUrl":"https://doi.org/10.14426/cristal.v9isi.336","url":null,"abstract":"‘Pedagogies in context’ are explored through a national project working with academic staff developers and new academics' induction and transitioning into higher education. Causal-layered analysis is used to explore the interplay between academic staff, institutional development, and contextual influences in shaping professional learning processes. Data generated by the project’s steering committee (SC) reflects on pedagogical encounters with the NATHEP participants and conference delegates (HELTASA, 2019). The outcomes of each intervention were compared by reflecting on who was in the room and how epistemological and ontological depth in each engagement was achieved. The study was guided by whether pedagogies are mobile and agile, irrespective of context. The SC asserts that pedagogies in context are relative to the participants, purpose and the project embedded in a specific context to achieve the epistemological, ontological, methodological, and axiological breadth and depth required. The portability of pedagogies from one context to another depends on aspects intrinsic to knowledge generation, transformation and decolonisation, engagement, being and becoming, and socio-cultural and historical conditions. This is also incumbent on the agility and flexibility of facilitators to adapt their repertoire to draw on a suite of contextually relevant pedagogical approaches.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44063033","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

Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities 南非大学集体学习档案袋评估的教育学和非殖民化可供性

Critical Studies in Teaching and Learning Pub Date : 2021-09-30 DOI: 10.14426/cristal.v9isi.325

I. Fouché, L. Dison, Grant Andrews, Maria Prozesky

{"title":"Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities","authors":"I. Fouché, L. Dison, Grant Andrews, Maria Prozesky","doi":"10.14426/cristal.v9isi.325","DOIUrl":"https://doi.org/10.14426/cristal.v9isi.325","url":null,"abstract":"Our paper discusses our recent experiences with designing effective assessments for challenging local contexts by using group work portfolio projects. South African universities are experiencing ever-increasing student numbers, diverse student bodies which have different language and literacy skill levels, and limited resources. Simultaneously, the need to decolonise university curricula and teaching and learning practices is being actively investigated across South Africa. In this paper, we discuss preliminary steps we have taken towards achieving this broader transformative agenda in the context of the massification of education, namely designing effective and decolonial assessments that support epistemological access and academic success, while at the same time challenging what counts as ‘powerful knowledge’ (Young and Muller, 2013) in the classroom. We argue that effective decolonial knowledge practices and deep critical engagement can be achieved by using group work portfolio tasks that align with assessment for learning principles (Carless, 2015). Using a design- based research approach, we describe three courses across two universities which have implemented portfolio-type group assessments. The preliminary findings suggest that group projects can yield rich and productive assessment for learning outcomes in large classes. In addition, portfolio projects that purposely interrogate diverse perspectives, knowledges and experiences can harness the diversity of groups to work towards decolonising the classroom.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42870513","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

Unveiling the professional attributes of university teachers 揭示高校教师的专业属性

Critical Studies in Teaching and Learning Pub Date : 2021-09-30 DOI: 10.14426/cristal.v9isi.330

Rubby Dunpath, H. Friedrich-Nel, Hanlie Dippenaar, L. Biggs, D. Joubert, I. Nell, Jacqueline Yeats

{"title":"Unveiling the professional attributes of university teachers","authors":"Rubby Dunpath, H. Friedrich-Nel, Hanlie Dippenaar, L. Biggs, D. Joubert, I. Nell, Jacqueline Yeats","doi":"10.14426/cristal.v9isi.330","DOIUrl":"https://doi.org/10.14426/cristal.v9isi.330","url":null,"abstract":"This article derives from a collaborative higher education project, conceptualised, and implemented by academics from seven South African universities. These academics are members of the South African Teaching Advancement at University (TAU) Fellowship. The project has its roots in the Department of Higher Education’s National Framework for Enhancing Academics as University Teachers, which identifies six leverage points or ‘imperatives for action’, one of which is the imperative to develop expectations (attributes) of academics in their role as university teachers. TAU Fellows engaged in the collaborative enquiry over a period of three years, appropriating a conceptual framework posited by Henry Giroux, of teachers as transformative intellectuals. In this article, each author reflects on his/her own scholarship of teaching and learning (SoTL) endeavours, which provided the conceptual tools to illuminate what for them and the group, are valuable professional attributes. The metaphor of the Baobab tree is appropriated to signify ‘rhizomatic thinking’, which portrays teaching as subconscious, subversive, non-linear, multi-directional, serendipitous, esoteric, dynamic, unbounded, unpredictable, adaptive, and non-hierarchical. This SoTL enquiry enabled the TAU group to unveil and declare their professional attributes as they made public their praxis. The attributes include academics as imbued with the capacity for critical thinking and actively promoting critical thinking amongst their students; as active learning mediators; as responsive, innovative, and relevant curriculum designers; and as engaged professionals. Appreciation of the article is enhanced when the reader first views this video https://youtu.be/yoA9guMut-8.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46119656","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