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Critical Studies in Teaching and Learning最新文献

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Gender and the changing face of Higher Education in Asia Pacific 性别与亚太地区高等教育面貌的变化
Critical Studies in Teaching and Learning Pub Date : 2020-06-30 DOI: 10.14426/cristal.v8i1.295
Andrea Abbas
{"title":"Gender and the changing face of Higher Education in Asia Pacific","authors":"Andrea Abbas","doi":"10.14426/cristal.v8i1.295","DOIUrl":"https://doi.org/10.14426/cristal.v8i1.295","url":null,"abstract":"Book Review: Neubauer, D.D. and Kuar, S. (eds). 2019. Gender and the Changing Face of Higher Education in Asia Pacific. London: Palgrave Macmillan.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42443712","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: 4
Curriculating from the Black Archive – Marginality as novelty 黑人档案中的课程设置——边缘性的新颖性
Critical Studies in Teaching and Learning Pub Date : 2020-06-30 DOI: 10.14426/cristal.v8i1.252
S. Kumalo
{"title":"Curriculating from the Black Archive – Marginality as novelty","authors":"S. Kumalo","doi":"10.14426/cristal.v8i1.252","DOIUrl":"https://doi.org/10.14426/cristal.v8i1.252","url":null,"abstract":"The Black Archive is constitutive of works of literato such as JT Jabavu, Nontsizi Mgqwetho, the artist Gerard Bhengu, and musicians like Busi Mhlongo. This collective resource, which should play a crucial role in curriculating, compels us to consider two questions when rethinking Philosophy curricula: First, pedagogically, how does the epistemic access that the Black Archive affords our context facilitate justice? Second, and importantly, how does it help up in achieving justice? I, here, answer these questions in three moves. First, I consider certain key propositions; namely that decolonisation facilitates epistemic access, and that epistemic access in turn facilitates justice (historical, epistemic, and social). Second, I demonstrate how these propositions require the Black Archive (in South Africa) in order to be held as valid. I demonstrate this claim in Philosophy using Dumile Feni’s African Guernica, and in Curriculum Studies, through analysing W. W. Gqoba’s Ingxoxo Enkulu Ngemfundo. I conclude by prescriptively outlining uses for/of the Black Archive, guarding against misappropriations that derail justice as I treat it, safeguarding this corpus from epistemic arrogance that maintains that knowledge is valid only insofar as it is developed by white scholars.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43490673","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: 3
Going beyond the official domain in the search for the culture of employee learning: The case of junior support staff at a South African university 超越官方领域寻找员工学习文化:以南非一所大学的初级支持人员为例
Critical Studies in Teaching and Learning Pub Date : 2019-12-20 DOI: 10.14426/cristal.v7i2.172
G. Mavunga
{"title":"Going beyond the official domain in the search for the culture of employee learning: The case of junior support staff at a South African university","authors":"G. Mavunga","doi":"10.14426/cristal.v7i2.172","DOIUrl":"https://doi.org/10.14426/cristal.v7i2.172","url":null,"abstract":"Based on HCT (human capital theory), employee learning and the culture associated with it in South Africa and globally have generally been researched from the perspective of the normative government or employer-initiated policies and programmes. Using Bernstein’s (2000) theory of the pedagogic device, this paper suggests the existence of different domains of learning with respect to junior support staff at a South African university. The paper also borrows from critical realism to advocate an approach which asks questions pertaining to the influence of structure and agency on the form of the culture of employee learning in different domains with respect to the junior support staff members. The answers to these questions, the paper suggests, would help with a holistic characterisation of the culture of employee learning associated with this category of employees at the South African university.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41384245","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
Reviewer Thanks: 2019 评审员感谢：2019
Critical Studies in Teaching and Learning Pub Date : 2019-12-20 DOI: 10.14426/cristal.v7i3.245
Sherran Clarence
{"title":"Reviewer Thanks: 2019","authors":"Sherran Clarence","doi":"10.14426/cristal.v7i3.245","DOIUrl":"https://doi.org/10.14426/cristal.v7i3.245","url":null,"abstract":"","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44297917","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
Leveraging Language: Preliminary evidence from a language-based intervention at the University of Cape Town 利用语言:开普敦大学基于语言的干预的初步证据
Critical Studies in Teaching and Learning Pub Date : 2019-12-20 DOI: 10.14426/cristal.v7i2.223
E. Whitelaw, T. Dowling, S. Filby
{"title":"Leveraging Language: Preliminary evidence from a language-based intervention at the University of Cape Town","authors":"E. Whitelaw, T. Dowling, S. Filby","doi":"10.14426/cristal.v7i2.223","DOIUrl":"https://doi.org/10.14426/cristal.v7i2.223","url":null,"abstract":"This paper assesses the effectiveness of essay tutorials offered to first-year economics students at the UCT (University of Cape Town) in their first language (L1). All students in the study are first-language speakers of an African language. Firstly, using propensity score matching, we econometrically assess the impact of these tutorials on students’ essay marks. Although our sample size is small [n=220], our findings provide preliminary evidence of a positive impact of the intervention on a student’s final essay mark. The results show that the average gain for students who attended an essay tutorial in their L1 was 4.85%, with this result being statistically significant at the 10% significance level. Secondly, students’ perceptions of the tutorials’ effectiveness, as documented by online evaluations and focus groups, are examined. These findings suggest that allowing for unmediated L1 use in tertiary education classrooms can foster inclusivity and promote participation in otherwise largely monolingual spaces.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43768568","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
Editorial: December 2019 社论:2019年12月
Critical Studies in Teaching and Learning Pub Date : 2019-12-20 DOI: 10.14426/cristal.v7i3.244
Sherran Clarence
{"title":"Editorial: December 2019","authors":"Sherran Clarence","doi":"10.14426/cristal.v7i3.244","DOIUrl":"https://doi.org/10.14426/cristal.v7i3.244","url":null,"abstract":"","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588097","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 obstinate notion that higher education is a meritocracy 认为高等教育是精英管理的顽固观念
Critical Studies in Teaching and Learning Pub Date : 2019-12-20 DOI: 10.14426/cristal.v7i2.184
Simpiwe Sobuwa, S. McKenna
{"title":"The obstinate notion that higher education is a meritocracy","authors":"Simpiwe Sobuwa, S. McKenna","doi":"10.14426/cristal.v7i2.184","DOIUrl":"https://doi.org/10.14426/cristal.v7i2.184","url":null,"abstract":"Student success is an enormous concern in light of the high drop-out rates in South African universities. There is a wealth of local and international research which provides complex explanations for these statistics, but the common-sense understanding is that those students who have the right attributes and who work hard will do well. While the notion of higher education as a meritocracy is pervasive, it is invalid given the effects of numerous other mechanisms at play in the students' educational experiences. This article draws from the literature to discuss the problems of the meritocratic explanation in how it fails to sufficiently account for the centrality of agency and the ways in which this intersects with societal structures. We argue that more useful understandings of student success and failure require social theory that acknowledges the complexities underpinning student success or failure.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47007692","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: 12
Recognition of prior learning: A critique of Council on Higher Education policy provisions 承认先前的学习:对高等教育委员会政策规定的批评
Critical Studies in Teaching and Learning Pub Date : 2019-12-20 DOI: 10.14426/cristal.v7i2.166
L. Mantashe, V. Nkonki
{"title":"Recognition of prior learning: A critique of Council on Higher Education policy provisions","authors":"L. Mantashe, V. Nkonki","doi":"10.14426/cristal.v7i2.166","DOIUrl":"https://doi.org/10.14426/cristal.v7i2.166","url":null,"abstract":"Using Margaret Archer’s constructs, namely structure, culture, and agency, this paper argues that although there are commendable structural changes in the CHE (Council on Higher Education) and RPL (Recognition of Prior Learning) policy which accommodate marginalized and unstructured experiential knowledge, thus equating it with ‘scientific’ knowledge produced by the university, there remains subtle preservations of material interests of the corporate agent (CHE policy maker) and the ideas, beliefs, and theories the latter holds about the place of unstructured learning and knowledge in universities. To advance this argument, a critique is mounted on three accommodative sub-units of the CHE RPL policy, namely: the notion of exemption, residency clause, and the ten percent ceiling on the number of applicants admitted through RPL. The rare allowance for exceptional deviations to the two latter notions (by CHE) is infused in the foregoing critique. In the final analysis, a reconsideration of these provisions is suggested.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42667088","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
Book review: Mclean, M., Abbas, A., Ashwin, P. 2019. Quality in Undergraduate Education: How Powerful Knowledge Disrupts Inequality. London: Bloomsbury Publishing 书评:麦克莱恩，M.，阿巴斯，A.，阿什温，P. 2019。本科教育的质量:强大的知识如何破坏不平等。伦敦:布鲁姆斯伯里出版社
Critical Studies in Teaching and Learning Pub Date : 2019-12-20 DOI: 10.14426/cristal.v7i2.241
Amanda Hlengwa
{"title":"Book review: Mclean, M., Abbas, A., Ashwin, P. 2019. Quality in Undergraduate Education: How Powerful Knowledge Disrupts Inequality. London: Bloomsbury Publishing","authors":"Amanda Hlengwa","doi":"10.14426/cristal.v7i2.241","DOIUrl":"https://doi.org/10.14426/cristal.v7i2.241","url":null,"abstract":"Book review of: \u0000Mclean, M., Abbas, A., Ashwin, P. 2019. Quality in Undergraduate Education: How Powerful Knowledge Disrupts Inequality. London: Bloomsbury Publishing.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41332528","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
Springgay, S. & Truman, S. E. 2018. Walking Methodologies in a More-than-Human World: WalkingLab. London: Routledge 春天gay, S. & Truman, S. E. 2018。超越人类世界的行走方法:WalkingLab。伦敦:劳特利奇
Critical Studies in Teaching and Learning Pub Date : 2019-06-30 DOI: 10.14426/cristal.v7i1.187
Adrienne Van Eeden-Wharton
{"title":"Springgay, S. & Truman, S. E. 2018. Walking Methodologies in a More-than-Human World: WalkingLab. London: Routledge","authors":"Adrienne Van Eeden-Wharton","doi":"10.14426/cristal.v7i1.187","DOIUrl":"https://doi.org/10.14426/cristal.v7i1.187","url":null,"abstract":"Review of: \u0000Springgay, S. & Truman, S. E. 2018. Walking Methodologies in a More-than-Human World: WalkingLab. London: Routledge.","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41492641","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: 16
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