Critical Studies in Teaching and Learning最新文献_第6页

Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development 参与知识和知者:学术人员发展新模式的设计考虑

Critical Studies in Teaching and Learning Pub Date : 2021-09-21 DOI: 10.14426/cristal.v9isi.476

D. Gachago, Barbara Jones, E. Esambe, Sonwabo Jongile, E. Ivala

{"title":"Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development","authors":"D. Gachago, Barbara Jones, E. Esambe, Sonwabo Jongile, E. Ivala","doi":"10.14426/cristal.v9isi.476","DOIUrl":"https://doi.org/10.14426/cristal.v9isi.476","url":null,"abstract":"Curriculum design is a complex undertaking that requires both epistemological and ontological work. While there is an increased need for academics to develop and strengthen their capacity to design curricula, particularly in the context of Universities of Technology, which have gone through an intense period of identity finding and re-curriculation, there is little support for academics involved in this kind of work. This paper reflects on four iterations of an academic staff development intervention aimed at supporting academics engaged in curriculum design and renewal, with a particular focus on designing flexible curricula. Using a learning design model along with eleven design considerations developed by Gachago, et al. (2020) for online academic staff development and Maton’s Legitimation Code Theory – in particular the dimension Specialization - we show how curriculum work and learning design is iterative, contextual and messy. Most importantly, it is relational and involves collective sense-making. We recommend that each context needs to be carefully considered when designing courses, both face-to-face and online, and design considerations (such as motivation, facilitation, structuredness, level of collaboration) impact strongly on participants’ engagement and consequently experiences.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47649023","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

Students' prior knowledge and threshold concepts in a first-year biology course: The lecturer as middleman 一年级生物课程中学生的先验知识与阈值概念:讲师的中介作用

Critical Studies in Teaching and Learning Pub Date : 2021-09-20 DOI: 10.14426/cristal.v9isi.334

S. Dukhan

引用次数: 0

Open(ing) Education: Theory and Practice 开放教育:理论与实践

Critical Studies in Teaching and Learning Pub Date : 2021-01-01 DOI: 10.14426/cristal.v9i2.508

Joyceline Alla-Mensah

引用次数: 0

Creating Intergenerational Learning Spaces: A collaboration between UNIVEN Community Engagement Programme and Dzomo la Mupo 创建代际学习空间:UNIVEN社区参与计划和Dzomo la Mupo的合作

Critical Studies in Teaching and Learning Pub Date : 2021-01-01 DOI: 10.14426/cristal.v9i2.462

V. Netshandama, Dolphus Nevhudoli

{"title":"Creating Intergenerational Learning Spaces: A collaboration between UNIVEN Community Engagement Programme and Dzomo la Mupo","authors":"V. Netshandama, Dolphus Nevhudoli","doi":"10.14426/cristal.v9i2.462","DOIUrl":"https://doi.org/10.14426/cristal.v9i2.462","url":null,"abstract":"This article is a reflection on a collaborative learning process between a university department and a community-based organisation in creating intergenerational learning platforms. The process entailed the coming together of school learners, university students and community elders in a university setup. Participatory Appreciative Action Learning Research was employed. Purposive sampling was used. Data collection methods approach included were semi-structured interviews, one on one individual interviews and focus group discussions. Three generations, namely school learners, university students, and community elders, participated in selecting the learning areas. These included Indigenous Knowledge Systems (IKS), nature conversation topics, peace-building, manners and Ubuntu, social entrepreneurship, and health issues. The purpose of this initiative was to transfer knowledge, skills, norms, wisdom, and values, among generations, through a collaborative effort between an academic institution and a community. It was hoped that this would provide opportunities for lifelong learning and sharing of knowledge and experience among generations. The collaborative intergenerational learning (IGL) process opened with a series of focused discussions about how to bring to mainstream education (both basic and higher education), platforms for learning that should be inclusive of all forms of knowledges, including indigenous knowledge (IK).","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66976835","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

Curricular change for social justice: Teaching science by drawing on students’ lived rural home experiences in higher education 社会公正的课程变革:高等教育中利用学生的农村家庭生活经验进行科学教学

Critical Studies in Teaching and Learning Pub Date : 2021-01-01 DOI: 10.14426/cristal.v9i2.435

N. Madondo

{"title":"Curricular change for social justice: Teaching science by drawing on students’ lived rural home experiences in higher education","authors":"N. Madondo","doi":"10.14426/cristal.v9i2.435","DOIUrl":"https://doi.org/10.14426/cristal.v9i2.435","url":null,"abstract":"The likely presentation of scientific knowledge as faithful copies of reality, as well as orderly activities from science textbooks, could lead novice students in the field of science to believe that the learning of scientific concepts such as accuracy, precision, and methods such as observations, among others, may only take place in the classroom. Contrary to how scientific concepts and methods are normally presented by means of empirical qualitative data, in this article, I argue that the abovementioned concepts and methods are likely to be encountered in the local rural home environments of students. Data was sourced from focus group interviews that were conducted with second-year science students at one of the historically white and privileged institutions in South Africa. This article aims to contribute in theoretically informed ways in terms of enhancing equity of success and social justice in the field of science in higher education. Social justice issues were conceptualized through Nancy Fraser’s normative framework of social justice. From this understanding, an argument is put forward that a sociological framework of critical realism and social realism has the potential to draw the scientific world into the social world. From this sociological framework, it is possible to develop an understanding of students’ prior experience and to draw on it in the classroom for better educational outcomes.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66976259","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 ruptures in our rainbow: Reflections on teaching and learning during #RhodesMustFall 彩虹中的裂缝:对罗德斯必须倒台期间教与学的思考

Critical Studies in Teaching and Learning Pub Date : 2021-01-01 DOI: 10.14426/cristal.v9i2.492

Mlamuli Hlathswayo

引用次数: 5

E-learning policy and technology enhanced flexible curriculum delivery in developing contexts: A Critical Discourse Analysis 电子学习政策和技术在发展中环境下增强了灵活的课程交付:批判性话语分析

Critical Studies in Teaching and Learning Pub Date : 2021-01-01 DOI: 10.14426/cristal.v9i2.447

Caroline G. N. Magunje, Agnes Chigona

引用次数: 1

Narrative Psychology and Vygotsky in Dialogue: Changing Subjects 对话中的叙事心理学与维果茨基:变换的主体

Critical Studies in Teaching and Learning Pub Date : 2021-01-01 DOI: 10.14426/cristal.v9i2.509

J. Garraway

引用次数: 5

Posthumanism and Higher Education: Reimagining Pedagogy, Practice and Research 后人文主义与高等教育：教育学、实践与研究的重新构想

Critical Studies in Teaching and Learning Pub Date : 2020-12-13 DOI: 10.14426/cristal.v8i2.370

Jocey Quinn

引用次数: 0

Digital slow : Brahmanisms, Zetetic Wild Sciences and Pedagogics 数字慢：梵天学说、Zetetic Wild Sciences和教育学

Critical Studies in Teaching and Learning Pub Date : 2020-10-22 DOI: 10.14426/cristal.v8isi.264

A. Reinertsen

{"title":"Digital slow : Brahmanisms, Zetetic Wild Sciences and Pedagogics","authors":"A. Reinertsen","doi":"10.14426/cristal.v8isi.264","DOIUrl":"https://doi.org/10.14426/cristal.v8isi.264","url":null,"abstract":"Our digital society and education systems are produced and simultaneously constrained within powerful political discourses. Brahmanisation (Piketty, 2019) of left-wing parties and policies is an example of this preventing substantial and conflictual but productive transformation, hence leaving the educational field in stasis. This article is a critique of discursive productions of policies and offers a view of digitalisation and/or education collectively produced through zetetic or curious wild science, productive doubts and Slow scholarships, ultimately turning inquiry into our systems’ signature pedagogics and/as change: inquiry as pedagogy as change. The focus is the becoming-child infused with immanent life, our educational institutions and policies turned into spaces for exploring and experimenting with new ways of minded mattered living, and making possible the realisation of post-structural and more-than-human concepts such as the disintegration of subjectivity. All concepts are seen as critical, hence simultaneously performative and methodological, as critical engagements oriented towards inclusion, sensed democracy1. \u0000Keywords: affective computing, Brahmanisation, Pedagogy of the Concept, Sensed Democracy, Slow scholarship","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43356540","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