Pub Date : 2022-12-07DOI: 10.25159/1947-9417/12731
S. Vally, E. Motala
Editorial
编辑
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Pub Date : 2022-12-06DOI: 10.25159/1947-9417/11352
E. Motala, S. Vally
The article discusses the question of the co-construction of knowledge between the university and its communities in the pursuance of community engagement, which is one of the key mandates of universities in South Africa. It reflects on the limitations of most academic approaches to the concept and practices associated with the scholarship of engagement and problematises the complex notion of knowledge co-construction and what is implied in this notion, dealing with the relationship between community engagement and sociocultural power and its associated issues.
{"title":"Universities and the Co-construction of Knowledge with Communities","authors":"E. Motala, S. Vally","doi":"10.25159/1947-9417/11352","DOIUrl":"https://doi.org/10.25159/1947-9417/11352","url":null,"abstract":"The article discusses the question of the co-construction of knowledge between the university and its communities in the pursuance of community engagement, which is one of the key mandates of universities in South Africa. It reflects on the limitations of most academic approaches to the concept and practices associated with the scholarship of engagement and problematises the complex notion of knowledge co-construction and what is implied in this notion, dealing with the relationship between community engagement and sociocultural power and its associated issues.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49117320","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 : 2022-12-05DOI: 10.25159/1947-9417/12140
Yi Liu, Shide Zhou, Yang Yajun
Education has played a vital part historically in attempts at achieving an equitable and sustainable world. In Education for Social Change: Perspectives on Global Learning, Douglas Bourn adopts the social cartography method to comprehend the impact of global forces and provides a rigorous curriculum and instruction to prepare students for social change. By organising and summarising, analysing, and interpreting evidence from various regions, groups, and agents in natural settings, researchers develop trustworthy and comprehensive results. The form of education Bourn advocates is called a “pedagogy for global social justice”. The book intends to introduce the reader to the ways in which education for social change can be comprehended, interpreted, and implemented. Bourn’s mapping serves as an inspiration for the creation of various maps of social change through education.
{"title":"Education for Social Change: Perspectives on Global Learning, by Douglas Bourn","authors":"Yi Liu, Shide Zhou, Yang Yajun","doi":"10.25159/1947-9417/12140","DOIUrl":"https://doi.org/10.25159/1947-9417/12140","url":null,"abstract":"Education has played a vital part historically in attempts at achieving an equitable and sustainable world. In Education for Social Change: Perspectives on Global Learning, Douglas Bourn adopts the social cartography method to comprehend the impact of global forces and provides a rigorous curriculum and instruction to prepare students for social change. By organising and summarising, analysing, and interpreting evidence from various regions, groups, and agents in natural settings, researchers develop trustworthy and comprehensive results. The form of education Bourn advocates is called a “pedagogy for global social justice”. The book intends to introduce the reader to the ways in which education for social change can be comprehended, interpreted, and implemented. Bourn’s mapping serves as an inspiration for the creation of various maps of social change through education.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48207187","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 : 2022-12-01DOI: 10.25159/1947-9417/12690
L. le Grange, S. Maistry, S. Simmonds
Editorial
编辑
{"title":"Re-imagining Curriculum Enquiry/Inquiry in Times of Unprecedented Uncertainty","authors":"L. le Grange, S. Maistry, S. Simmonds","doi":"10.25159/1947-9417/12690","DOIUrl":"https://doi.org/10.25159/1947-9417/12690","url":null,"abstract":"Editorial","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42739690","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 : 2022-11-24DOI: 10.25159/1947-9417/11337
A. Choudry
Research is key to daily organising and struggles for social, political, economic and environmental justice. If research is to be useful in organising and struggles for change, it cannot be something that metaphorically or literally sits on a shelf or behind a paywall, and is inaccessible or irrelevant to the communities, movements and publics whose concerns, issues and lives it engages with, and who may also well be the foundations of much of the knowledge it draws on. This article discusses some of the ways in which activist researchers—or activists who do research as part of their organising/activism—understand and practise research, and the purposes and processes of knowledge production. It offers guideposts for scholars and academics who are keen to do research with, for and about social movements. What are some of the sources of such knowledge? How is this knowledge produced? How do such practices relate to professionalised forms of research and expertise? How might such research practices foster the building or strengthening of collective agency?
{"title":"Social Movement Research in/and Struggles for Change: Research for What and For Whom?","authors":"A. Choudry","doi":"10.25159/1947-9417/11337","DOIUrl":"https://doi.org/10.25159/1947-9417/11337","url":null,"abstract":"Research is key to daily organising and struggles for social, political, economic and environmental justice. If research is to be useful in organising and struggles for change, it cannot be something that metaphorically or literally sits on a shelf or behind a paywall, and is inaccessible or irrelevant to the communities, movements and publics whose concerns, issues and lives it engages with, and who may also well be the foundations of much of the knowledge it draws on. This article discusses some of the ways in which activist researchers—or activists who do research as part of their organising/activism—understand and practise research, and the purposes and processes of knowledge production. It offers guideposts for scholars and academics who are keen to do research with, for and about social movements. What are some of the sources of such knowledge? How is this knowledge produced? How do such practices relate to professionalised forms of research and expertise? How might such research practices foster the building or strengthening of collective agency?","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42997481","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 : 2022-11-24DOI: 10.25159/1947-9417/11124
I. Senekal
This article presents a case study of the process of bringing community education to life as it was developed by the Community Education Programme at the Centre of Integrated Post-School Education at Nelson Mandela University. The article argues for a learning programme that co-creates learning starting from the experience of participants (curriculum-in-motion) as opposed to a learning programme and curriculum structured around systematised knowledge. The article describes in detail the process of developing a learning programme from the lived experience of marginalised and excluded communities through the process of community-based participatory action research, and argues for an approach to the development of community education and the curricula associated with its learning programmes as praxis—the process of engaged participation in intentional intellectual and practical work to construct an educational space for social change.
{"title":"Curriculum-in-Motion: Bringing Community Education to Life through Community-Based Participatory Action Research","authors":"I. Senekal","doi":"10.25159/1947-9417/11124","DOIUrl":"https://doi.org/10.25159/1947-9417/11124","url":null,"abstract":"This article presents a case study of the process of bringing community education to life as it was developed by the Community Education Programme at the Centre of Integrated Post-School Education at Nelson Mandela University. The article argues for a learning programme that co-creates learning starting from the experience of participants (curriculum-in-motion) as opposed to a learning programme and curriculum structured around systematised knowledge. The article describes in detail the process of developing a learning programme from the lived experience of marginalised and excluded communities through the process of community-based participatory action research, and argues for an approach to the development of community education and the curricula associated with its learning programmes as praxis—the process of engaged participation in intentional intellectual and practical work to construct an educational space for social change.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41981966","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 : 2022-11-22DOI: 10.25159/1947-9417/11421
M. Hlatshwayo
The public university in the global South continues to be trapped in an existential slumber, struggling to self-define/self-diagnose its purposes, rationales, goals and agenda(s). Despite the emergence of the #FeesMustfall, #RhodesMustFall, and more recently the #Asinamali student protests, South African higher education continues to adopt neoliberal and colonial conceptions of institutional reforms, seen through the emergence and enactment of performance management instruments, demographic understandings of transformation, incoherent/illogical policy prescriptions, and the use of technology as pedagogic replacement. In this article, I attempt to do two things. Firstly, I critique the South African higher education policy and legislative framework as largely inadequate and neoliberal in nature and designed to reinforce market-orientated logics and discourses. Secondly, and in thinking beyond the neoliberal university, I propose what an inclusive curriculum could look like through a decolonial lens. I end the article with some parting thoughts on the future of the neoliberal university in South Africa, and the potential implications for what I see as the emergence of decolonial and transformative curricula.
{"title":"The Rise of the Neoliberal University in South Africa: Some Implications for Curriculum Imagination(s)","authors":"M. Hlatshwayo","doi":"10.25159/1947-9417/11421","DOIUrl":"https://doi.org/10.25159/1947-9417/11421","url":null,"abstract":"The public university in the global South continues to be trapped in an existential slumber, struggling to self-define/self-diagnose its purposes, rationales, goals and agenda(s). Despite the emergence of the #FeesMustfall, #RhodesMustFall, and more recently the #Asinamali student protests, South African higher education continues to adopt neoliberal and colonial conceptions of institutional reforms, seen through the emergence and enactment of performance management instruments, demographic understandings of transformation, incoherent/illogical policy prescriptions, and the use of technology as pedagogic replacement. In this article, I attempt to do two things. Firstly, I critique the South African higher education policy and legislative framework as largely inadequate and neoliberal in nature and designed to reinforce market-orientated logics and discourses. Secondly, and in thinking beyond the neoliberal university, I propose what an inclusive curriculum could look like through a decolonial lens. I end the article with some parting thoughts on the future of the neoliberal university in South Africa, and the potential implications for what I see as the emergence of decolonial and transformative curricula.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45732900","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 : 2022-11-22DOI: 10.25159/1947-9417/11155
Mondli Hlatshwayo
After the announcement of a national lockdown by the South African state in March 2020, university students and lecturers had to conduct learning activities online. In countries where reliable information and communications technologies exist, this transition was relatively smooth. Students were able to learn using internet-based online learning systems. This is not the case in South Africa. Based on in-depth interviews with some students and lecturers and the use of internet resources, this article demonstrates that the participation of students from poor and working-class households evinced many deficiencies. This is because South Africa’s information and communications technology infrastructure disadvantages poor and working-class households. The poor access to online learning that students from working-class and poor households experienced demonstrates that in South Africa the argument about the promise of the Fourth Industrial Revolution, which must supposedly be embraced by everyone, is simply not tenable and is not supported by any evidence. Instead, many working-class and poor South Africans, as shown by facts presented in this article, have not even realised the assumed benefits of the Third Industrial Revolution, which comprises information and communications technologies. For the students who participated in this study, poor information and communications technology infrastructure and the challenges pertaining to access to laptops and computers made online learning during the lockdown very difficult.
{"title":"Online Learning during the South African Covid-19 Lockdown: University Students Left to Their Own Devices","authors":"Mondli Hlatshwayo","doi":"10.25159/1947-9417/11155","DOIUrl":"https://doi.org/10.25159/1947-9417/11155","url":null,"abstract":"After the announcement of a national lockdown by the South African state in March 2020, university students and lecturers had to conduct learning activities online. In countries where reliable information and communications technologies exist, this transition was relatively smooth. Students were able to learn using internet-based online learning systems. This is not the case in South Africa. Based on in-depth interviews with some students and lecturers and the use of internet resources, this article demonstrates that the participation of students from poor and working-class households evinced many deficiencies. This is because South Africa’s information and communications technology infrastructure disadvantages poor and working-class households. The poor access to online learning that students from working-class and poor households experienced demonstrates that in South Africa the argument about the promise of the Fourth Industrial Revolution, which must supposedly be embraced by everyone, is simply not tenable and is not supported by any evidence. Instead, many working-class and poor South Africans, as shown by facts presented in this article, have not even realised the assumed benefits of the Third Industrial Revolution, which comprises information and communications technologies. For the students who participated in this study, poor information and communications technology infrastructure and the challenges pertaining to access to laptops and computers made online learning during the lockdown very difficult. ","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41982992","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 : 2022-11-18DOI: 10.25159/1947-9417/11507
V. Bozalek
Understanding how indeterminacy is different from uncertainty is crucial to posthumanism and has major implications for reconfiguring curriculum. Uncertainty has to do with epistemology, about not knowing whether a state of affairs is or is not; for instance, one would not know whether something is here or there, now or then. Indeterminacy, however, is ontological and eschews the idea of individually existing determinate entities, proposing instead phenomena-in-their-becoming and a radically open relating of the world. Karen Barad, a feminist queer theorist, uses Niels Bohr’s quantum physics to show how atoms possess an inherent indeterminism or lack of identity in space and time. Indeterminacy is thus an un/doing of identity that unsettles the very foundations of being and non-being. Furthermore, neither space nor time are predetermined givens, but come into being intra-actively through the emergence of phenomena. This article shows how an understanding of space/time indeterminacy is important for thinking otherwise in curriculum studies.
{"title":"Uncertainty or Indeterminacy? Reconfiguring Curriculum through Agential Realism","authors":"V. Bozalek","doi":"10.25159/1947-9417/11507","DOIUrl":"https://doi.org/10.25159/1947-9417/11507","url":null,"abstract":"Understanding how indeterminacy is different from uncertainty is crucial to posthumanism and has major implications for reconfiguring curriculum. Uncertainty has to do with epistemology, about not knowing whether a state of affairs is or is not; for instance, one would not know whether something is here or there, now or then. Indeterminacy, however, is ontological and eschews the idea of individually existing determinate entities, proposing instead phenomena-in-their-becoming and a radically open relating of the world. Karen Barad, a feminist queer theorist, uses Niels Bohr’s quantum physics to show how atoms possess an inherent indeterminism or lack of identity in space and time. Indeterminacy is thus an un/doing of identity that unsettles the very foundations of being and non-being. Furthermore, neither space nor time are predetermined givens, but come into being intra-actively through the emergence of phenomena. This article shows how an understanding of space/time indeterminacy is important for thinking otherwise in curriculum studies.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46886069","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 : 2022-11-07DOI: 10.25159/1947-9417/11350
E. Motala
This article examines some of the discussions and debates in the literature about workers’ control and self-management, which have assumed an importance in the context of the search for an alternative to the prevailing global socio-economic, political and cultural system and its persistent crises. The article reviews and analyses a range of approaches to workers’ control and self-management, their interpretations and purposes. This is done with reference to the historical and contemporary development of workers’ control and self-management in the debates between thinkers and practitioners associated with workers’ struggles both in the aftermath of World War 1 and more recently. These debates reflect on a complex array of issues arising from the challenges to capitalist production, situating it in the context of the struggles against capitalism in the early 20th century. They also raise issues concerning how the concepts of workers’ control and self-management might be understood and interpreted in relation to contemporary forms of parliamentary democracy, the role of radical political parties of the left, and questions of leadership and bureaucracy in such parties in existing socialist states and in relation to cooperatives under capitalism. The article suggests that it is important to understand the potential for workers’ control and self-management as an alternative to the dystopic social systems under the present regimes of neoliberal capitalist globalisation.
{"title":"Workers’ Control and Self-Management: Critical Learnings for an Alternative Democracy","authors":"E. Motala","doi":"10.25159/1947-9417/11350","DOIUrl":"https://doi.org/10.25159/1947-9417/11350","url":null,"abstract":"This article examines some of the discussions and debates in the literature about workers’ control and self-management, which have assumed an importance in the context of the search for an alternative to the prevailing global socio-economic, political and cultural system and its persistent crises. The article reviews and analyses a range of approaches to workers’ control and self-management, their interpretations and purposes. This is done with reference to the historical and contemporary development of workers’ control and self-management in the debates between thinkers and practitioners associated with workers’ struggles both in the aftermath of World War 1 and more recently. These debates reflect on a complex array of issues arising from the challenges to capitalist production, situating it in the context of the struggles against capitalism in the early 20th century. They also raise issues concerning how the concepts of workers’ control and self-management might be understood and interpreted in relation to contemporary forms of parliamentary democracy, the role of radical political parties of the left, and questions of leadership and bureaucracy in such parties in existing socialist states and in relation to cooperatives under capitalism. The article suggests that it is important to understand the potential for workers’ control and self-management as an alternative to the dystopic social systems under the present regimes of neoliberal capitalist globalisation.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46415727","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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