This is a theoretical paper that addresses the challenge of educational access to the Humanities ... more This is a theoretical paper that addresses the challenge of educational access to the Humanities and Social Sciences. It plots a theoretical quest to develop an explicit pedagogy to give 'disadvantaged' students in the Humanities ways of working successfully with texts. In doing so it draws on Bernstein, Moore and Maton's work to theorize the nature of knowledge in the Humanities, and also on Brandom's analysis of inferential reasoning. It uses elements of Systemic Functional Linguistics (SFL) to analyse student texts. The empirical work reported on here is work-in-progress and represents no more than an indication of the approach advocated. The approach is illustrated by examples from comprehension exercises designed to promote students' inferential reasoning. Selected findings are presented to illustrate the extent of the challenge entailed in facilitating access to Humanities texts. The paper concludes by suggesting that mastery of ways of working with texts in the Humanities entails attending to the acquisition of both recognition and realization rules for reading and writing.
I begin this article by taking stock of international trends which impact on the higher education... more I begin this article by taking stock of international trends which impact on the higher education curriculum. I then briefly assess the South African responses to these challenges in the light of recent curriculum reforms. In particular, I attempt to assess the gains made for curriculum development in South African higher education by the imposition of the SAGA interim registration requirements and the outcomes-based method of curriculum design. I also note the gaps not addressed by the SAGA reforms and suggest that the SAGA reforms lay the HE curriculum open to the global trends of the instrumentalisation and marketisation of knowledge. I also address two other internal episte-mological challenges to the HE curriculum, namely post-modernism and scientism. I th n propose an epistemically diverse curriculum in which four ways of knowing and learning are developed for all HE curricula. These are the traditional cognitive learning of propositional knowledge; learning by doing for the application of disciplinary knowledge; learning experientially and fourthly developing epistemic cognition so as to be able to think reflexively and contextually about one's learning. I suggest that such a curriculum could address both the local and global dimensions of a higher education curriculum and hold a necessary balance between Mode 1 and 2 knowledge production. Furthermore , I believe that one of the central educational challenges currently facing HE practitioners Is the integration of the various desirable generic skills into a traditionally content-based curriculum. I suggest that. if learners are introduced to all four ways of kn owing and learning, these generic skills (both transferable and transferri ng skills) can be appropriately integrated into the HE curriculum. The article concludes by considering some of the key issues involved in implementing an epistemically diverse curriculum .
Your article is protected by copyright and all rights are held exclusively by Springer Science +B... more Your article is protected by copyright and all rights are held exclusively by Springer Science +Business Media Dordrecht. This e-offprint is for personal use only and shall not be selfarchived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
... 69-71); C. Rassool and L. Witz, 'Creators and Shapers of the Past: Some Reflections ... more ... 69-71); C. Rassool and L. Witz, 'Creators and Shapers of the Past: Some Reflections on the Experiences of the Khanya College Oral ... See S. Ndlovu and TA Nuttall, 'Report from the Questionnaire on Perceptions, Conceptions and Expectations of History 100 Students in mid ...
In order to design two distinct engineering qualification levels for an existing University of Te... more In order to design two distinct engineering qualification levels for an existing University of Technology programme, empirical evidence based on the current diploma is necessary to illuminate the nature of and the relationship between the contextual and conceptual elements underpinning a multidisciplinary engineering curriculum. The increasing focus on contextual application could result in decreasing opportunities to develop the conceptual disciplinary grasp required for a dynamic, emerging region at the forefront of technological innovation. Using the theoretical tools of Bernstein and Maton to analyse final year student practice, the research addresses the question of how multidisciplinary knowledge is integrated by students, and what this reveals about the nature of such knowledge. The paper presents a conceptualisation of multidisciplinary knowledge integration practices as a dynamic process along two axes simultaneously, shifting between different forms and levels of conceptual and contextual knowledge.
This is a personalised, substantially revised version of a similar, NEPI-authorised paper deliver... more This is a personalised, substantially revised version of a similar, NEPI-authorised paper delivered at the 11th Annual SAALA Conference in Cape Town, 5–8 July 1992. The aim of this article is to propose a policy, which I have termed “National Additive Bilingualism”, for language planning in South African schools under a future democratic dispensation. I will also discuss some of the challenges to and implications of implementing such a policy such as National Additive Bilingualism for the future planners of a unitary system of South African education.
Through the presentation and analysis of a case study of a policymaking process for the quality a... more Through the presentation and analysis of a case study of a policymaking process for the quality assurance of higher education by an external government agency, this paper seeks to highlight the contribution of Ulrich’s critical systems heuristics as a method for enhancing the social rationality of policymaking. It is claimed that the use of CSH enabled the researcher to elicit rich qualitative data that captured different world-views, values and boundary judgments of social actors representing the different groups of stakeholders involved in or affected by the policy. The use of CSH contributed to a policy settlement that involved substantial improvement to the reformulated policies. However, it is argued that, in the context of a new democracy with a weak public sphere, CSH was unable to counter the unequal power relations between the government agency and the universities and the historical-political fractures of South African society that caused divisions within and across Ulrich’s social roles.
This is a theoretical paper that addresses the challenge of educational access to the Humanities ... more This is a theoretical paper that addresses the challenge of educational access to the Humanities and Social Sciences. It plots a theoretical quest to develop an explicit pedagogy to give 'disadvantaged' students in the Humanities ways of working successfully with texts. In doing so it draws on Bernstein, Moore and Maton's work to theorize the nature of knowledge in the Humanities, and also on Brandom's analysis of inferential reasoning. It uses elements of Systemic Functional Linguistics (SFL) to analyse student texts. The empirical work reported on here is work-in-progress and represents no more than an indication of the approach advocated. The approach is illustrated by examples from comprehension exercises designed to promote students' inferential reasoning. Selected findings are presented to illustrate the extent of the challenge entailed in facilitating access to Humanities texts. The paper concludes by suggesting that mastery of ways of working with texts in the Humanities entails attending to the acquisition of both recognition and realization rules for reading and writing.
I begin this article by taking stock of international trends which impact on the higher education... more I begin this article by taking stock of international trends which impact on the higher education curriculum. I then briefly assess the South African responses to these challenges in the light of recent curriculum reforms. In particular, I attempt to assess the gains made for curriculum development in South African higher education by the imposition of the SAGA interim registration requirements and the outcomes-based method of curriculum design. I also note the gaps not addressed by the SAGA reforms and suggest that the SAGA reforms lay the HE curriculum open to the global trends of the instrumentalisation and marketisation of knowledge. I also address two other internal episte-mological challenges to the HE curriculum, namely post-modernism and scientism. I th n propose an epistemically diverse curriculum in which four ways of knowing and learning are developed for all HE curricula. These are the traditional cognitive learning of propositional knowledge; learning by doing for the application of disciplinary knowledge; learning experientially and fourthly developing epistemic cognition so as to be able to think reflexively and contextually about one's learning. I suggest that such a curriculum could address both the local and global dimensions of a higher education curriculum and hold a necessary balance between Mode 1 and 2 knowledge production. Furthermore , I believe that one of the central educational challenges currently facing HE practitioners Is the integration of the various desirable generic skills into a traditionally content-based curriculum. I suggest that. if learners are introduced to all four ways of kn owing and learning, these generic skills (both transferable and transferri ng skills) can be appropriately integrated into the HE curriculum. The article concludes by considering some of the key issues involved in implementing an epistemically diverse curriculum .
Your article is protected by copyright and all rights are held exclusively by Springer Science +B... more Your article is protected by copyright and all rights are held exclusively by Springer Science +Business Media Dordrecht. This e-offprint is for personal use only and shall not be selfarchived in electronic repositories. If you wish to self-archive your article, please use the accepted manuscript version for posting on your own website. You may further deposit the accepted manuscript version in any repository, provided it is only made publicly available 12 months after official publication or later and provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be accompanied by the following text: "The final publication is available at link.springer.com".
... 69-71); C. Rassool and L. Witz, 'Creators and Shapers of the Past: Some Reflections ... more ... 69-71); C. Rassool and L. Witz, 'Creators and Shapers of the Past: Some Reflections on the Experiences of the Khanya College Oral ... See S. Ndlovu and TA Nuttall, 'Report from the Questionnaire on Perceptions, Conceptions and Expectations of History 100 Students in mid ...
In order to design two distinct engineering qualification levels for an existing University of Te... more In order to design two distinct engineering qualification levels for an existing University of Technology programme, empirical evidence based on the current diploma is necessary to illuminate the nature of and the relationship between the contextual and conceptual elements underpinning a multidisciplinary engineering curriculum. The increasing focus on contextual application could result in decreasing opportunities to develop the conceptual disciplinary grasp required for a dynamic, emerging region at the forefront of technological innovation. Using the theoretical tools of Bernstein and Maton to analyse final year student practice, the research addresses the question of how multidisciplinary knowledge is integrated by students, and what this reveals about the nature of such knowledge. The paper presents a conceptualisation of multidisciplinary knowledge integration practices as a dynamic process along two axes simultaneously, shifting between different forms and levels of conceptual and contextual knowledge.
This is a personalised, substantially revised version of a similar, NEPI-authorised paper deliver... more This is a personalised, substantially revised version of a similar, NEPI-authorised paper delivered at the 11th Annual SAALA Conference in Cape Town, 5–8 July 1992. The aim of this article is to propose a policy, which I have termed “National Additive Bilingualism”, for language planning in South African schools under a future democratic dispensation. I will also discuss some of the challenges to and implications of implementing such a policy such as National Additive Bilingualism for the future planners of a unitary system of South African education.
Through the presentation and analysis of a case study of a policymaking process for the quality a... more Through the presentation and analysis of a case study of a policymaking process for the quality assurance of higher education by an external government agency, this paper seeks to highlight the contribution of Ulrich’s critical systems heuristics as a method for enhancing the social rationality of policymaking. It is claimed that the use of CSH enabled the researcher to elicit rich qualitative data that captured different world-views, values and boundary judgments of social actors representing the different groups of stakeholders involved in or affected by the policy. The use of CSH contributed to a policy settlement that involved substantial improvement to the reformulated policies. However, it is argued that, in the context of a new democracy with a weak public sphere, CSH was unable to counter the unequal power relations between the government agency and the universities and the historical-political fractures of South African society that caused divisions within and across Ulrich’s social roles.
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