This article introduces a research project that works with former Extended Studies Programme students to make knowledge that emerges through online, multimodal collaborations. Knowledge-making is not politically neutral, and the project and article are responding in part to the calls of the 2015/2016 South African student protesters to decolonise and transform university curricula. The project draws on African feminist ideas, emphasising the intersectional oppressions of colonialism, capitalism and patriarchy, which continue to influence theoretical choices in the knowledge hierarchies of South African and African universities. The “race”, class and gender inequalities that drive success or failure at university and in society become some of the topics addressed in the project, where former students as co-researchers collaborate to devise the topics, responses, and kinds of dissemination. Ntseane’s overlapping principles of a collective worldview, spirituality, a shared orientation to knowledge, and communal knowledge-making are motifs that influence how the project is imagined and run. My positionality as lead researcher and former lecturer of the co-researchers is navigated using African feminist guidance, which also informs the ethical principles of the project.
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Pub Date : 2021-10-11DOI: 10.25159/1947-9417/10101
Sara Black (Muller)
Commentary
评论
{"title":"What Are Universities Really For? Re-imagining Stewardship","authors":"Sara Black (Muller)","doi":"10.25159/1947-9417/10101","DOIUrl":"https://doi.org/10.25159/1947-9417/10101","url":null,"abstract":"Commentary","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47966997","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}
Incorporating socially just concepts into classrooms means students’ needs are considered and pedagogic activities recognise everyone and make sure that student voices are heard, acknowledged and affirmed. Art has historically provided alternative ways of making sense of our worlds, commenting on them, questioning practices and structures, and voicing our feelings and experiences. In the context of the volatile South African higher education landscape, diverse student populations, widespread calls for decolonisation and social justice, arts-based enquiry as a method provides a view into the ineffable experiences of students. This article explores collage as a conduit for design students to engage with their designer identities, experiences of higher education and personal narratives. The research documents students’ liminal experiences at the start of their journey as extended curriculum design students and uses collage as a form of elicitation, a reflective process and a way of conceptualising ideas as an attempt at restoring justice in an African (design) classroom.
{"title":"Knock Knock: An Exploration of Diverse Student Identities in a South African Design Classroom","authors":"A. Morris","doi":"10.25159/1947-9417/8750","DOIUrl":"https://doi.org/10.25159/1947-9417/8750","url":null,"abstract":"Incorporating socially just concepts into classrooms means students’ needs are considered and pedagogic activities recognise everyone and make sure that student voices are heard, acknowledged and affirmed. Art has historically provided alternative ways of making sense of our worlds, commenting on them, questioning practices and structures, and voicing our feelings and experiences. In the context of the volatile South African higher education landscape, diverse student populations, widespread calls for decolonisation and social justice, arts-based enquiry as a method provides a view into the ineffable experiences of students. This article explores collage as a conduit for design students to engage with their designer identities, experiences of higher education and personal narratives. The research documents students’ liminal experiences at the start of their journey as extended curriculum design students and uses collage as a form of elicitation, a reflective process and a way of conceptualising ideas as an attempt at restoring justice in an African (design) classroom.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"25 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41463644","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}
This article explores some of the complexities of teaching art and design history to students in a Design Extended Curriculum Programme at a university of technology in the context of post-1994 South African society—a society troubled by the ghosts of colonial and apartheid histories that agitate the present/future. Tracking a series of diffractive pedagogical encounters, the article makes visible how, as a discipline, art history haunts the curriculum by reinforcing Western cultural superiority. The article argues that speaking-with and drawing-with dis/appeared ghosts offer new possibilities for reconfiguring art history curriculum studies that both valorise historicity and in turn open us towards different futures. The case study centres around the construction of the “Venus figure” as an embodiment of humanist Western cultural ideologies and practices that reduce the female body to an object of capture for man. Students intra-act with various representations of the Venus figure across art history through the story of Sarah Baartman, the so-called “Hottentot Venus”, whose haunting presence continues to contour, colour and texture discourses around decolonising the curriculum in South African higher education.
{"title":"Writing and Drawing with Venus: Spectral Re-turns to a Haunted Art History Curriculum","authors":"Nike Romano","doi":"10.25159/1947-9417/9069","DOIUrl":"https://doi.org/10.25159/1947-9417/9069","url":null,"abstract":"This article explores some of the complexities of teaching art and design history to students in a Design Extended Curriculum Programme at a university of technology in the context of post-1994 South African society—a society troubled by the ghosts of colonial and apartheid histories that agitate the present/future. Tracking a series of diffractive pedagogical encounters, the article makes visible how, as a discipline, art history haunts the curriculum by reinforcing Western cultural superiority. The article argues that speaking-with and drawing-with dis/appeared ghosts offer new possibilities for reconfiguring art history curriculum studies that both valorise historicity and in turn open us towards different futures. The case study centres around the construction of the “Venus figure” as an embodiment of humanist Western cultural ideologies and practices that reduce the female body to an object of capture for man. Students intra-act with various representations of the Venus figure across art history through the story of Sarah Baartman, the so-called “Hottentot Venus”, whose haunting presence continues to contour, colour and texture discourses around decolonising the curriculum in South African higher education.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42422042","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}
A qualitative case study was conducted to triangulate student interviews, a teacher’s reflection report, and classroom observation data to understand how a local language course prepared Taiwanese administrative staff for international communication across working contexts in an international university. The findings firstly show that the teacher treated course planning as a teacher and student process of co-developing, co-moderating, co-revising, and co-managing learning resources and content. The teacher empowered the administrative staff by giving them the authority to select language targets for study that the staff thought would be useful to fulfil their job duties. Secondly, participation of the administrative staff was important in creating and managing language resources for international communication. The teacher used vocabulary and dialogue writing and speaking practices that were contextualised to the needs of the administrative staff. The targeted vocabulary was selected by the administrative staff based on gaps in their knowledge and was then used to co-construct dialogues that addressed scenarios the staff had previously encountered that necessitated the use of English with internationals. Thirdly, developing the course to address the administrative staff’s communication needs was a process of rebalancing teacher autonomy, learner autonomy, and course development. Both the teacher and the students perceived the course effective in encouraging practical changes in the administrative staff’s learning and use of English, which they mostly attributed to the non-formal nature of the course and the support from higher management. Implications for planning and implementing English language courses for international communication were drawn from the findings
{"title":"A Language Course to Teach Administrative Staff English for Communication in an International University","authors":"B. Reynolds, Melissa H. Yu","doi":"10.25159/1947-9417/8749","DOIUrl":"https://doi.org/10.25159/1947-9417/8749","url":null,"abstract":"A qualitative case study was conducted to triangulate student interviews, a teacher’s reflection report, and classroom observation data to understand how a local language course prepared Taiwanese administrative staff for international communication across working contexts in an international university. The findings firstly show that the teacher treated course planning as a teacher and student process of co-developing, co-moderating, co-revising, and co-managing learning resources and content. The teacher empowered the administrative staff by giving them the authority to select language targets for study that the staff thought would be useful to fulfil their job duties. Secondly, participation of the administrative staff was important in creating and managing language resources for international communication. The teacher used vocabulary and dialogue writing and speaking practices that were contextualised to the needs of the administrative staff. The targeted vocabulary was selected by the administrative staff based on gaps in their knowledge and was then used to co-construct dialogues that addressed scenarios the staff had previously encountered that necessitated the use of English with internationals. Thirdly, developing the course to address the administrative staff’s communication needs was a process of rebalancing teacher autonomy, learner autonomy, and course development. Both the teacher and the students perceived the course effective in encouraging practical changes in the administrative staff’s learning and use of English, which they mostly attributed to the non-formal nature of the course and the support from higher management. Implications for planning and implementing English language courses for international communication were drawn from the findings","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45452571","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}
This article explores first-year Extended Curriculum Programme (ECP) students’ multilingual practices in a university course where students have access to professionally translated technical terminology of the subject field. The study examines whether multilingual technical terminology—embedded in a dialogic teaching model—can contribute to students’ epistemological and ontological access to the disciplinary content, and whether it can contribute to knowledge construction in a discipline by incorporating students’ oral contributions of their lived experiences into the curriculum content. In order to answer the research questions, qualitative data were collected by transcribing, analysing and interpreting students’ multilingual oral contributions on key political science topics. The findings of the study confirm that students’ vernacular literacies can play an important role in providing epistemological and ontological access for students at university, and can contribute to authentic transformation and decolonisation of higher education.
{"title":"Multilingualism: A Resource for Meaning-Making and Creating Ontological Access","authors":"Anita Jonker","doi":"10.25159/1947-9417/8879","DOIUrl":"https://doi.org/10.25159/1947-9417/8879","url":null,"abstract":"\u0000This article explores first-year Extended Curriculum Programme (ECP) students’ multilingual practices in a university course where students have access to professionally translated technical terminology of the subject field. The study examines whether multilingual technical terminology—embedded in a dialogic teaching model—can contribute to students’ epistemological and ontological access to the disciplinary content, and whether it can contribute to knowledge construction in a discipline by incorporating students’ oral contributions of their lived experiences into the curriculum content. In order to answer the research questions, qualitative data were collected by transcribing, analysing and interpreting students’ multilingual oral contributions on key political science topics. The findings of the study confirm that students’ vernacular literacies can play an important role in providing epistemological and ontological access for students at university, and can contribute to authentic transformation and decolonisation of higher education.\u0000","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43659805","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}
There is a global concern for retention and success of students in higher education engineering programmes, in particular for students from under-represented communities. Low success in engineering programmes can be partly attributed to students failing mathematics or being unable to articulate mathematics in other engineering courses. This research explores how understanding the academic preparedness of engineering students in relation to their performance in university mathematics can direct curriculum changes to improve student success, driven by the research question: “How can the analysis of student data contribute to understanding student performance in calculus?” Data from engineering students in an extended curriculum programme at the University of Cape Town (UCT) were analysed to generate profiles from variables including gender, home language and performance in university admissions tests. Profiles were related to performance in three consecutive engineering mathematics courses. To determine which variables had the greatest explanatory power on engineering mathematics scores, relative importance analysis was applied. There was no evidence that weaknesses in terms of pre-university mathematics performance held students back from succeeding in the first two engineering mathematics courses at UCT, at least within the support context of the extended curriculum programme. When analysing according to engineering mathematics performance levels (e.g., fail versus first-class pass), academic literacy and, to a lesser extent, quantitative literacy emerged as having greater relative importance than pre-university mathematics in explaining the variance in engineering mathematics scores. The findings imply that interventions to improve the success of engineering students should include developing academic literacy practices, potentially in first- and second-year mathematics courses. We reflect on how the relative importance analysis of student data strengthens similar findings from other research on the importance of language in mathematics by highlighting the most important variables explaining students’ mathematics performance.
{"title":"Profile, Performance and Language in Engineering Mathematics","authors":"P. Padayachee, A. Campbell, P. Mudavanhu","doi":"10.25159/1947-9417/8870","DOIUrl":"https://doi.org/10.25159/1947-9417/8870","url":null,"abstract":"There is a global concern for retention and success of students in higher education engineering programmes, in particular for students from under-represented communities. Low success in engineering programmes can be partly attributed to students failing mathematics or being unable to articulate mathematics in other engineering courses. This research explores how understanding the academic preparedness of engineering students in relation to their performance in university mathematics can direct curriculum changes to improve student success, driven by the research question: “How can the analysis of student data contribute to understanding student performance in calculus?” Data from engineering students in an extended curriculum programme at the University of Cape Town (UCT) were analysed to generate profiles from variables including gender, home language and performance in university admissions tests. Profiles were related to performance in three consecutive engineering mathematics courses. To determine which variables had the greatest explanatory power on engineering mathematics scores, relative importance analysis was applied. There was no evidence that weaknesses in terms of pre-university mathematics performance held students back from succeeding in the first two engineering mathematics courses at UCT, at least within the support context of the extended curriculum programme. When analysing according to engineering mathematics performance levels (e.g., fail versus first-class pass), academic literacy and, to a lesser extent, quantitative literacy emerged as having greater relative importance than pre-university mathematics in explaining the variance in engineering mathematics scores. The findings imply that interventions to improve the success of engineering students should include developing academic literacy practices, potentially in first- and second-year mathematics courses. We reflect on how the relative importance analysis of student data strengthens similar findings from other research on the importance of language in mathematics by highlighting the most important variables explaining students’ mathematics performance.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42289044","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":"Neville Alexander’s Warning","authors":"S. Vally, E. Motala","doi":"10.25159/1947-9417/9913","DOIUrl":"https://doi.org/10.25159/1947-9417/9913","url":null,"abstract":"Commentary","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49544324","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":"Introductory and Editorial Note—Extended Curriculum Programme (ECP)","authors":"Na-iem Dollie","doi":"10.25159/1947-9417/9813","DOIUrl":"https://doi.org/10.25159/1947-9417/9813","url":null,"abstract":"Introductory and Editorial Note","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42239544","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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