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Critical Studies in Teaching and Learning最新文献

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Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education 在南非高等教育不断变化的形势下建立健康科学写作中心
Critical Studies in Teaching and Learning Pub Date : 2019-06-30 DOI: 10.14426/CRISTAL.V7I1.165
N. Muna, T. Hoosen, K. Moxley, Ermien van Pletzen
{"title":"Establishing a Health Sciences writing centre in the changing landscape of South African Higher Education","authors":"N. Muna, T. Hoosen, K. Moxley, Ermien van Pletzen","doi":"10.14426/CRISTAL.V7I1.165","DOIUrl":"https://doi.org/10.14426/CRISTAL.V7I1.165","url":null,"abstract":"This article describes, analyses, and reflects on the conceptualisation and establishment of a Writing Lab at a South African university’s Faculty of Health Sciences. Drawing on the theoretical framework of New Literacy Studies, the academic literacies approach, and South African writing centre scholarship, the analysis revealed that the conceptualisation of the Writing Lab was primarily informed by the academic socialisation model but has since shifted to encompass a more transformative ideology; opening spaces where students’ own knowledges and literacies practices could contribute to new forms of thinking and representation in the academy. We argue that the shift was facilitated by collaboration with disciplinary lecturers, the faculty’s Primary Health Care ethos, and the Writing Lab’s engagement with a large postgraduate population, leading to the Writing Lab’s participation in new forms of knowledge-building that could contribute to the creation of decolonised spaces and shifts in institutional culture.","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":"41406481","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
Kerfoot, C and Hyltenstam, K. (Eds.). 2017. Entangled Discourses: South-North Orders of Visibility. New York and London: Routledge Kerfoot，C和Hyltenstam，K.（编辑）。2017。纠缠的话语：南北视野秩序。纽约和伦敦：劳特利奇
Critical Studies in Teaching and Learning Pub Date : 2019-06-30 DOI: 10.14426/CRISTAL.V7I1.189
L. Kajee
{"title":"Kerfoot, C and Hyltenstam, K. (Eds.). 2017. Entangled Discourses: South-North Orders of Visibility. New York and London: Routledge","authors":"L. Kajee","doi":"10.14426/CRISTAL.V7I1.189","DOIUrl":"https://doi.org/10.14426/CRISTAL.V7I1.189","url":null,"abstract":"Review of: \u0000Kerfoot, C and Hyltenstam, K. (Eds.). 2017. Entangled Discourses: South-North Orders of Visibility. New York and 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":"49630379","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
Developing the next generation of university teachers 培养下一代大学教师
Critical Studies in Teaching and Learning Pub Date : 2019-06-30 DOI: 10.14426/CRISTAL.V7I1.170
Amanda Hlengwa
{"title":"Developing the next generation of university teachers","authors":"Amanda Hlengwa","doi":"10.14426/CRISTAL.V7I1.170","DOIUrl":"https://doi.org/10.14426/CRISTAL.V7I1.170","url":null,"abstract":"South Africa’s higher education system requires systemic mechanisms to respond to the urgent, complex, and often competing urgent calls to transform. The New Generation of Academics Programme (nGAP) is an example of a systemic response to the challenges related to the composition and capacity of academic staff to adequately respond to the competing demands placed on higher education. The programme is designed to support public institutions’ recruitment, development and retention of early career academics (DHET, 2016). The programme allows appointees who have limited formal teaching experience access into an academic career. Questions have arisen, though, regarding the development of nGAP appointees as teachers that can contribute to institutional changes in pedagogical approaches and to curriculum development more generally. This study investigates how dominant discursive constructions of teaching, emerging from induction programmes in four institutions, may contribute to shaping a new generation of university teachers.","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":"48120847","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: 7
Calitz, T.M.L. 2019. Enhancing the Freedom to Flourish in Higher Education: Participation, Equality and Capabilities. Abingdon, Oxon: Routledge Calitz, T.M.L. 2019。促进高等教育自由发展:参与、平等和能力。阿宾顿，奥克森:劳特利奇
Critical Studies in Teaching and Learning Pub Date : 2019-06-30 DOI: 10.14426/CRISTAL.V7I1.199
Andrea Abbas
{"title":"Calitz, T.M.L. 2019. Enhancing the Freedom to Flourish in Higher Education: Participation, Equality and Capabilities. Abingdon, Oxon: Routledge","authors":"Andrea Abbas","doi":"10.14426/CRISTAL.V7I1.199","DOIUrl":"https://doi.org/10.14426/CRISTAL.V7I1.199","url":null,"abstract":"Review of:  \u0000Calitz, T.M.L. 2019. Enhancing the Freedom to Flourish in Higher Education: Participation, Equality and Capabilities. Abingdon, Oxon: 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":"43788387","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
Post-qualitative design research: Negotiating serendipity and risking the colonised self 后定性设计研究:协商偶然性和冒险的殖民自我
Critical Studies in Teaching and Learning Pub Date : 2019-06-30 DOI: 10.14426/cristal.v7i1.171
Karolien Perold-Bull, E. Costandius
{"title":"Post-qualitative design research: Negotiating serendipity and risking the colonised self","authors":"Karolien Perold-Bull, E. Costandius","doi":"10.14426/cristal.v7i1.171","DOIUrl":"https://doi.org/10.14426/cristal.v7i1.171","url":null,"abstract":"The research discussed in this paper aimed to explore design education in the context of transformation in South African higher education through practising design research/education geared at productive change within a specific institution. Through experimentation with a postqualitative methodological approach, processes of subjectification that transpired throughout the doing of a specific case of design/research/teaching in the context of the institution’s Visual Communication Design curriculum were critically negotiated. Experimentation with representational praxis in ways that challenged its traditional semiotic function allowed space and time for subjects to become more attuned to recognising and responding to serendipitous moments within their situated present. It can, consequently, be argued that the more such moments become felt through everyday design education and practice, the more receptive individuals can become to the potential for productive future change.","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":"41568565","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
Recognising poor black youth from rural communities in South Africa as epistemic contributors 认识到来自南非农村社区的贫穷黑人青年是知识的贡献者
Critical Studies in Teaching and Learning Pub Date : 2019-06-30 DOI: 10.14426/CRISTAL.V7I1.181
M. Mathebula
{"title":"Recognising poor black youth from rural communities in South Africa as epistemic contributors","authors":"M. Mathebula","doi":"10.14426/CRISTAL.V7I1.181","DOIUrl":"https://doi.org/10.14426/CRISTAL.V7I1.181","url":null,"abstract":"In South Africa, students who are poor, black and come from rural communities with poorly resourced schools are vulnerable to being victims of epistemic injustice. This is because they are usually seen as under-appreciated knowers who have low (English) language proficiency and deficits in academic literacy. In an attempt to provide a nuanced characterisation of youth from rural areas, this paper reflects on one student’s life-history interviews and his photo- story that form part of data collected since 2017 for Miratho – a project on achieved higher education learning outcomes for low-income university students. The paper uses a capabilities approach as an interpretive framework for the qualitative data and theorises that students’ linguistic capital and narrative capital are epistemic materials that can be mobilised into the ‘capability for epistemic contribution’ as conceptualised by Miranda Fricker. The paper thus makes a case for higher education researchers and educators to recognise poor black youth from rural communities as both givers and takers of knowledge or ‘epistemic contributors’. It argues that doing so constitutes an ethical response to the structural inequalities that limit equitable university access and participation for youth in this demographic.","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":"44910507","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: 5
Book review: Mitra, S. 2018. Disability, Health and Human Development. Palgrave MacMillan: New York. 书评:米特拉，S. 2018。残疾、健康和人类发展。Palgrave MacMillan:纽约。
Critical Studies in Teaching and Learning Pub Date : 2019-01-01 DOI: 10.14426/cristal.v7i2.242
Lesa DeShield Givens
{"title":"Book review: Mitra, S. 2018. Disability, Health and Human Development. Palgrave MacMillan: New York.","authors":"Lesa DeShield Givens","doi":"10.14426/cristal.v7i2.242","DOIUrl":"https://doi.org/10.14426/cristal.v7i2.242","url":null,"abstract":"","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66976458","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
Exploring the development of a hybrid and synthetic meaning of citizenship at a British university law school 在英国一所大学法学院探讨公民身份的混合和综合意义的发展
Critical Studies in Teaching and Learning Pub Date : 2019-01-01 DOI: 10.14426/cristal.v7i2.196
Piers Von Berg
{"title":"Exploring the development of a hybrid and synthetic meaning of citizenship at a British university law school","authors":"Piers Von Berg","doi":"10.14426/cristal.v7i2.196","DOIUrl":"https://doi.org/10.14426/cristal.v7i2.196","url":null,"abstract":"","PeriodicalId":36957,"journal":{"name":"Critical Studies in Teaching and Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66976379","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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