Pub Date : 2023-12-18DOI: 10.25159/1947-9417/14826
Ai-hua Chen
This study explored the transformative potential of academic service learning (ASL) within a Taiwanese university setting in the context of teaching English as a foreign language. The participants were students majoring in English, enrolled in a semester-long English teaching course. Their academic service-learning project involved teaching English to students in rural primary schools. By adopting both quantitative and qualitative approaches, this study illuminated how ASL influences students’ academic, personal, and interpersonal development. Quantitative findings revealed a significant level of satisfaction with the ASL course and noted substantial gains in personal growth, professional development, and civic engagement domains. As for the qualitative data, the study brought forth the concrete ways in which the academic service-learning curriculum has augmented students’ professional knowledge, skills, and attitudes. While the results aligned with many previous studies asserting the benefits of service learning in enhancing academic and practical learning outcomes, they also shed light on the potential areas of improvement, particularly in fostering civic engagement. Overall, this study underscored the transformative potential of a well-structured academic service-learning curriculum in enriching student learning experiences, bridging the gap between theoretical knowledge and real-world application, and cultivating a deeper sense of civic responsibility.
本研究探讨了学术服务学习（ASL）在台湾大学英语作为外语教学环境中的变革潜力。参与者是英语专业的学生，参加了为期一学期的英语教学课程。他们的学术服务学习项目包括向农村小学的学生教授英语。通过采用定量和定性方法，本研究揭示了 ASL 如何影响学生的学业、个人和人际发展。定量研究结果显示，学生对 ASL 课程的满意度很高，并在个人成长、专业发展和公民参与等方面取得了很大进步。在定性数据方面，研究提出了学术服务学习课程增强学生专业知识、技能和态度的具体方法。研究结果与之前的许多研究结果一致，都认为服务学习有利于提高学术和实践学习成果，同时也揭示了潜在的改进领域，尤其是在促进公民参与方面。总之，这项研究强调了结构合理的学术服务学习课程在丰富学生学习体验、缩小理论知识与实际应用之间的差距以及培养更深刻的公民责任感方面的变革潜力。
{"title":"Integrating Pedagogy and Practice: The Impact of Academic Service Learning in the TEFL Context in Higher Education","authors":"Ai-hua Chen","doi":"10.25159/1947-9417/14826","DOIUrl":"https://doi.org/10.25159/1947-9417/14826","url":null,"abstract":"This study explored the transformative potential of academic service learning (ASL) within a Taiwanese university setting in the context of teaching English as a foreign language. The participants were students majoring in English, enrolled in a semester-long English teaching course. Their academic service-learning project involved teaching English to students in rural primary schools. By adopting both quantitative and qualitative approaches, this study illuminated how ASL influences students’ academic, personal, and interpersonal development. Quantitative findings revealed a significant level of satisfaction with the ASL course and noted substantial gains in personal growth, professional development, and civic engagement domains. As for the qualitative data, the study brought forth the concrete ways in which the academic service-learning curriculum has augmented students’ professional knowledge, skills, and attitudes. While the results aligned with many previous studies asserting the benefits of service learning in enhancing academic and practical learning outcomes, they also shed light on the potential areas of improvement, particularly in fostering civic engagement. Overall, this study underscored the transformative potential of a well-structured academic service-learning curriculum in enriching student learning experiences, bridging the gap between theoretical knowledge and real-world application, and cultivating a deeper sense of civic responsibility.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"34 S132","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965218","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-18DOI: 10.25159/1947-9417/14325
K. Tomaselli, Hetta Pieterse
This article maps the latest developments in South Africa’s complex battle to update its Copyright Amendment Bill across a path strewn with legal pitfalls. Driving the agenda of the American-derived “fair use” and other copyright exceptions at the expense of content creators are the state, under the guise of “access” to education, and Big Tech companies focused on data mining, paraded as users’ rights to content. The emerging Bill has given rise to a set of major contradictions that will directly and negatively impact especially educational book publishing, from primary to tertiary sectors. The updated Bill risks violating authors’ rights and international treaties. The authors identify contradictions in public policy and sketch the most contentious aspects within debates around the Bill. The implications for the national research economy are considered, while the need to adequately protect the copyright of open access content is raised. The article closes with a summary of the issues of “fair use” and fair dealing, the predatory implications, and the outcome of the contradictions for the industry. The relevance of writing about a moving target is because a) the Bill has been in contestation for eight years now; b) universities and the whole educational sector have failed to respond coherently to the threats portended in the Bill; c) the nature of the claims and counter-arguments raised by the Bill will continue well after it has been promulgated; and d) the analysis is alert to open access imperatives and to the threat of South Africa becoming a haven for servers hosting pirated content should the Bill become law.
{"title":"Copyright Amendment Bill: Contradictions to Hit the South African Education Sector","authors":"K. Tomaselli, Hetta Pieterse","doi":"10.25159/1947-9417/14325","DOIUrl":"https://doi.org/10.25159/1947-9417/14325","url":null,"abstract":"This article maps the latest developments in South Africa’s complex battle to update its Copyright Amendment Bill across a path strewn with legal pitfalls. Driving the agenda of the American-derived “fair use” and other copyright exceptions at the expense of content creators are the state, under the guise of “access” to education, and Big Tech companies focused on data mining, paraded as users’ rights to content. The emerging Bill has given rise to a set of major contradictions that will directly and negatively impact especially educational book publishing, from primary to tertiary sectors. The updated Bill risks violating authors’ rights and international treaties. The authors identify contradictions in public policy and sketch the most contentious aspects within debates around the Bill. The implications for the national research economy are considered, while the need to adequately protect the copyright of open access content is raised. The article closes with a summary of the issues of “fair use” and fair dealing, the predatory implications, and the outcome of the contradictions for the industry. The relevance of writing about a moving target is because a) the Bill has been in contestation for eight years now; b) universities and the whole educational sector have failed to respond coherently to the threats portended in the Bill; c) the nature of the claims and counter-arguments raised by the Bill will continue well after it has been promulgated; and d) the analysis is alert to open access imperatives and to the threat of South Africa becoming a haven for servers hosting pirated content should the Bill become law.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"14 11","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139173446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-16DOI: 10.25159/1947-9417/14851
Juman Quneis, Tina Jaber Rafidi
the rest of the world life, Sir
{"title":"Education under Occupation in Palestine: Resilience and Resistance","authors":"Juman Quneis, Tina Jaber Rafidi","doi":"10.25159/1947-9417/14851","DOIUrl":"https://doi.org/10.25159/1947-9417/14851","url":null,"abstract":"the rest of the world life, Sir","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136116351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"SADTU and the Struggle for Professional Unionism, edited by Michael Cross, Logan Govender and Ahmed Essop","authors":"Linda Cooper, J. Gamble","doi":"10.25159/1947-9417/14270","DOIUrl":"https://doi.org/10.25159/1947-9417/14270","url":null,"abstract":"University of KwaZulu-Natal Press. 2023. pp. 249.\u0000ISBN: 9781869145224 / 1869145224","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46843784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-10DOI: 10.25159/1947-9417/13316
B. Fleisch
Much of the field of educational change has focused on better understanding the theory of change, that is, what knowledge is needed to make substantial educational change, particularly improvement to learning outcomes at scale. This article suggests that the South African early grade reading study community may have been looking in the wrong place. The search for the optimal theory of change or theory of action is obviously very important, but could it not be that a key part of the problem is defects in our theory of education? It is argued that there may be something educationally unsound in certain aspects of the official pedagogy and curriculum. As such, the South African education system is unlikely to make much progress towards the goal of getting children to read for meaning by the time they are 10 years old if these defects are not addressed. To illustrate this argument, the article points to data from two examples in South African education policies on pedagogy and curriculum: the first relates to the Curriculum and Assessment Policy Statement (CAPS) Foundation Phase document’s under-specification and weak guidance with reference to the teaching of phonics with linked decodable texts; the second concerns the CAPS document’s privileging of an unworkable reading teaching methodology called Group Guided Reading. The article concludes that to achieve real knowledge breakthroughs, university academics working alongside researchers in government need to develop rigorous research programmes aimed at improving foundational learning outcomes.
{"title":"Theory of Change and Theory of Education: Pedagogic and Curriculum Defects in Early Grade Reading Interventions in South Africa","authors":"B. Fleisch","doi":"10.25159/1947-9417/13316","DOIUrl":"https://doi.org/10.25159/1947-9417/13316","url":null,"abstract":"Much of the field of educational change has focused on better understanding the theory of change, that is, what knowledge is needed to make substantial educational change, particularly improvement to learning outcomes at scale. This article suggests that the South African early grade reading study community may have been looking in the wrong place. The search for the optimal theory of change or theory of action is obviously very important, but could it not be that a key part of the problem is defects in our theory of education? It is argued that there may be something educationally unsound in certain aspects of the official pedagogy and curriculum. As such, the South African education system is unlikely to make much progress towards the goal of getting children to read for meaning by the time they are 10 years old if these defects are not addressed. To illustrate this argument, the article points to data from two examples in South African education policies on pedagogy and curriculum: the first relates to the Curriculum and Assessment Policy Statement (CAPS) Foundation Phase document’s under-specification and weak guidance with reference to the teaching of phonics with linked decodable texts; the second concerns the CAPS document’s privileging of an unworkable reading teaching methodology called Group Guided Reading. The article concludes that to achieve real knowledge breakthroughs, university academics working alongside researchers in government need to develop rigorous research programmes aimed at improving foundational learning outcomes.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46387330","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-07DOI: 10.25159/1947-9417/13352
M. Hlatshwayo, B. Ngcobo
In this article, we focus on the narratives of black women early career academics (ECAs) who are confronting and negotiating the “publish or perish” discourse in their professional lives in the university. Through a qualitative interpretivist case study, we purposively recruited and interviewed 10 education academics in one research-intensive university in South Africa. We relied on Nancy Fraser’s social justice framework to think through and to theorise the complex positionality of black women academics in a South African university. The findings reveal that black women ECAs often have challenges when it comes to research and publication, with some of the participants rejecting the publish or perish mantra, questioning the usefulness of publishing, and to what extent their own research will make a societal impact. The findings also reveal the deeply embedded patriarchal and gendered nature of the publish or perish discourse in how it disregards the role of wife/motherly/societal care work that women academics often perform. We end the article with broader reflections on the emergence of the publish and perish discourse in the South African higher education system and its implications for the attraction, retention, and wellbeing of black women ECAs in the sector.
{"title":"“Doing Just Enough to Get By”: Voices of Black Women Early Career Academics on Navigating the Publish or Perish Discourse in South Africa","authors":"M. Hlatshwayo, B. Ngcobo","doi":"10.25159/1947-9417/13352","DOIUrl":"https://doi.org/10.25159/1947-9417/13352","url":null,"abstract":"In this article, we focus on the narratives of black women early career academics (ECAs) who are confronting and negotiating the “publish or perish” discourse in their professional lives in the university. Through a qualitative interpretivist case study, we purposively recruited and interviewed 10 education academics in one research-intensive university in South Africa. We relied on Nancy Fraser’s social justice framework to think through and to theorise the complex positionality of black women academics in a South African university. The findings reveal that black women ECAs often have challenges when it comes to research and publication, with some of the participants rejecting the publish or perish mantra, questioning the usefulness of publishing, and to what extent their own research will make a societal impact. The findings also reveal the deeply embedded patriarchal and gendered nature of the publish or perish discourse in how it disregards the role of wife/motherly/societal care work that women academics often perform. We end the article with broader reflections on the emergence of the publish and perish discourse in the South African higher education system and its implications for the attraction, retention, and wellbeing of black women ECAs in the sector.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49564490","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-03DOI: 10.25159/1947-9417/13031
Huali Zhao, Peng Zhao, Ruihong Wu, Hua Ren
As future healthcare professionals, Master of Nursing Specialist (MNS) students will play an important role in nursing and healthcare. MNS education emphasises the cultivation of students’ critical and clinical thinking. Traditional classroom methods often result in students being unable to combine theory with practice and reduce their ability to problem-solve within the scope of clinical or professional services. However, in economically underdeveloped areas with insufficient educational resources, it is difficult to use real clinical situations or virtual reality technology to carry out teaching. To fill this gap, we introduced the digital story teaching method into classroom teaching in Shanxi Province in northern China, which is an economically underdeveloped agricultural province. Real clinical cases were adapted into stories, with integrated digital media elements. A before-and-after study design was adopted to compare the differences between the digital story teaching method group and the traditional teaching method group. The results indicate that students engaged in learning with the digital story teaching method demonstrated more active learning styles, clinical problem-solving skills, and higher academic achievements in classroom performance and examinations. As a continuous and low-cost flexible education method, the digital story teaching method is a teaching mode suitable for popularisation in areas where clinical teaching resources are relatively scarce.
{"title":"The Digital Story Teaching Method for Master of Nursing Specialist Students","authors":"Huali Zhao, Peng Zhao, Ruihong Wu, Hua Ren","doi":"10.25159/1947-9417/13031","DOIUrl":"https://doi.org/10.25159/1947-9417/13031","url":null,"abstract":"As future healthcare professionals, Master of Nursing Specialist (MNS) students will play an important role in nursing and healthcare. MNS education emphasises the cultivation of students’ critical and clinical thinking. Traditional classroom methods often result in students being unable to combine theory with practice and reduce their ability to problem-solve within the scope of clinical or professional services. However, in economically underdeveloped areas with insufficient educational resources, it is difficult to use real clinical situations or virtual reality technology to carry out teaching. To fill this gap, we introduced the digital story teaching method into classroom teaching in Shanxi Province in northern China, which is an economically underdeveloped agricultural province. Real clinical cases were adapted into stories, with integrated digital media elements. A before-and-after study design was adopted to compare the differences between the digital story teaching method group and the traditional teaching method group. The results indicate that students engaged in learning with the digital story teaching method demonstrated more active learning styles, clinical problem-solving skills, and higher academic achievements in classroom performance and examinations. As a continuous and low-cost flexible education method, the digital story teaching method is a teaching mode suitable for popularisation in areas where clinical teaching resources are relatively scarce.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44318257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-12DOI: 10.25159/1947-9417/13712
E. Motala, I. Senekal, S. Vally
Commentary
实况报道
{"title":"A Commentary on Student Struggles, Violence and Organisational Weakness","authors":"E. Motala, I. Senekal, S. Vally","doi":"10.25159/1947-9417/13712","DOIUrl":"https://doi.org/10.25159/1947-9417/13712","url":null,"abstract":"Commentary","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49109482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-22DOI: 10.25159/1947-9417/12772
I. Chahine
This study investigates the reflective experiences of 13 undergraduate students as they engaged in a project-based learning environment in an undergraduate course on global and local issues in education. During the course, students’ journal reflections that consisted of internal reactions and learning were qualitatively analysed over several iterations using a multi-layered coding scheme of both inductive and open codes. Results of the study revealed three major themes embedded within levels of expressions through which students narrated their experiences during the course. At each level, students’ perspectives shifted as they negotiated and presented themselves in relation to others and to the course content. Theme 1 emerged at the lexical level: expressing distancing, involvement, and solidarity with topics and classmates. Theme 2 emanated at a textual/pragmatic level: dialogue as a vehicle to stress nuances of agentive positions and self- representations as capable educators, and theme 3 arose at the interactional/social level: chorality and an inherent sense that the voyage into the new land (education as a discipline) is essentially a collective enterprise. Through project-based experiential learning, students became invested in their local community while grappling with far-reaching global problems. In the process, they experienced firsthand how personal educational experiences are connected to universal ones.
{"title":"Advancing Innovation in Global Education: Reflective Experiences of Prospective Teachers as Difference Makers","authors":"I. Chahine","doi":"10.25159/1947-9417/12772","DOIUrl":"https://doi.org/10.25159/1947-9417/12772","url":null,"abstract":"This study investigates the reflective experiences of 13 undergraduate students as they engaged in a project-based learning environment in an undergraduate course on global and local issues in education. During the course, students’ journal reflections that consisted of internal reactions and learning were qualitatively analysed over several iterations using a multi-layered coding scheme of both inductive and open codes. Results of the study revealed three major themes embedded within levels of expressions through which students narrated their experiences during the course. At each level, students’ perspectives shifted as they negotiated and presented themselves in relation to others and to the course content. Theme 1 emerged at the lexical level: expressing distancing, involvement, and solidarity with topics and classmates. Theme 2 emanated at a textual/pragmatic level: dialogue as a vehicle to stress nuances of agentive positions and self- representations as capable educators, and theme 3 arose at the interactional/social level: chorality and an inherent sense that the voyage into the new land (education as a discipline) is essentially a collective enterprise. Through project-based experiential learning, students became invested in their local community while grappling with far-reaching global problems. In the process, they experienced firsthand how personal educational experiences are connected to universal ones.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579758","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-11DOI: 10.25159/1947-9417/11648
Farieda Abrahams, Nomfundo F. Moroe, K. Khoza-Shangase
The professions of speech-language therapy and audiology in South Africa developed under apartheid and historically consisted of and catered to a predominantly white English- or Afrikaans-speaking minority population. Over 25 years into democracy, there continues to be a stark incongruence between the demographic profile of the South African population and the speech-language and hearing (SLH) professions in terms of “race”, linguistic, and cultural diversity, and this has implications for training as well as clinical service provision within the South African context. This article explores undergraduate students’ perceptions and experiences of transformation within South African SLH university training programmes through a cross-sectional descriptive survey research design. A self-developed questionnaire was used to collect data from students enrolled in SLH programmes at South African universities. Thematic analysis identified two themes: 1) progress towards attainment of transformation and, 2) visibility of transformation. These findings highlight the need for diversity through inclusivity, redressing past injustices and incorporating local knowledge into current training and practice. These findings have global relevance for transformation in higher education, not just in the field of SLH. Implications for translation of theory and/or knowledge into practice, with more visible and deliberate application of policy in curriculum reform and institutional culture, are raised.
{"title":"Transformation of Higher Learning in South Africa: Perceptions and Understanding of Speech-Language Therapy and Audiology Undergraduate Students","authors":"Farieda Abrahams, Nomfundo F. Moroe, K. Khoza-Shangase","doi":"10.25159/1947-9417/11648","DOIUrl":"https://doi.org/10.25159/1947-9417/11648","url":null,"abstract":"The professions of speech-language therapy and audiology in South Africa developed under apartheid and historically consisted of and catered to a predominantly white English- or Afrikaans-speaking minority population. Over 25 years into democracy, there continues to be a stark incongruence between the demographic profile of the South African population and the speech-language and hearing (SLH) professions in terms of “race”, linguistic, and cultural diversity, and this has implications for training as well as clinical service provision within the South African context. This article explores undergraduate students’ perceptions and experiences of transformation within South African SLH university training programmes through a cross-sectional descriptive survey research design. A self-developed questionnaire was used to collect data from students enrolled in SLH programmes at South African universities. Thematic analysis identified two themes: 1) progress towards attainment of transformation and, 2) visibility of transformation. These findings highlight the need for diversity through inclusivity, redressing past injustices and incorporating local knowledge into current training and practice. These findings have global relevance for transformation in higher education, not just in the field of SLH. Implications for translation of theory and/or knowledge into practice, with more visible and deliberate application of policy in curriculum reform and institutional culture, are raised.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41334550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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