{"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":null,"pages":null},"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":null,"pages":null},"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}
The scholarship of teaching and learning recognises the important interrelationship between teaching and learning, and it values critical dialogues on teaching-learning praxis beyond local contexts. This focus shifts attention from research outputs drawing on student behaviour to a broader focus on teacher-learner mutuality, disciplinary practices, and institutional landscapes. Rapid changes in higher education require the fostering of critical citizenship as a core graduate attribute. The massification of education, however, has emphasised throughput at the expense of nurturing students’ sense of “becoming” as they navigate transformations in selfhood. This represents a stumbling block for meaningful participation in their own learning. Our article explores the incorporation of enquiry-based learning within a flipped blended classroom setting that seeks to engage teachers and learners more reflectively as co-producers of knowledge. We show how this approach can nurture an awareness of the self through the process of “becoming”. We employ a qualitative case-study methodology to interrogate data taken from student writings, interviews, and course evaluations. Our analysis traces the progression of developmental insights present in students’ reflective thinking and writing about their learning. We conclude that the process of “becoming” is possible within an educational context focused on measurable outcomes, where “becoming” is intricately linked to pedagogical imperatives seeking to empower, transform and enrich learning.
{"title":"Becoming Knowledge Makers: Critical Reflections on Enquiry-Based Learning","authors":"G. Nomdo, Aditi Hunma, Sean. Samson","doi":"10.25159/1947-9417/8996","DOIUrl":"https://doi.org/10.25159/1947-9417/8996","url":null,"abstract":"The scholarship of teaching and learning recognises the important interrelationship between teaching and learning, and it values critical dialogues on teaching-learning praxis beyond local contexts. This focus shifts attention from research outputs drawing on student behaviour to a broader focus on teacher-learner mutuality, disciplinary practices, and institutional landscapes. Rapid changes in higher education require the fostering of critical citizenship as a core graduate attribute. The massification of education, however, has emphasised throughput at the expense of nurturing students’ sense of “becoming” as they navigate transformations in selfhood. This represents a stumbling block for meaningful participation in their own learning. Our article explores the incorporation of enquiry-based learning within a flipped blended classroom setting that seeks to engage teachers and learners more reflectively as co-producers of knowledge. We show how this approach can nurture an awareness of the self through the process of “becoming”. We employ a qualitative case-study methodology to interrogate data taken from student writings, interviews, and course evaluations. Our analysis traces the progression of developmental insights present in students’ reflective thinking and writing about their learning. We conclude that the process of “becoming” is possible within an educational context focused on measurable outcomes, where “becoming” is intricately linked to pedagogical imperatives seeking to empower, transform and enrich learning.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42596910","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 focuses on the educational quality of the newly emerged quasi-state schools for rural migrant children in urban China. Semi-structured interviews were conducted with 19 government officers, school leaders, teachers and migrant parents in Shanghai. Adopting a theoretical perspective of policy as a temporary settlement of interests, the article deconstructs the power relations that constructed the disadvantaged positionality of these schools in the local school system. What can be identified from the empirical data is the emergence of an “interim quasi-state school system” with three interrelated features: it belongs to the state sector, offers quasi-state education and has an interim nature. Under the local government’s low-cost and inferior schooling approach, the whole system is treated as an emergency mechanism for solving the floating children’s schooling problem, rather than as regular schools offering high quality education. While realising the children’s right to education, this system does not guarantee them a “good” education.
{"title":"From Access to Quality? Examining the Interim Quasi-State Schools for Rural Migrants in Urban China","authors":"Hui Yu, Wei-Lin Huang","doi":"10.25159/1947-9417/7527","DOIUrl":"https://doi.org/10.25159/1947-9417/7527","url":null,"abstract":"This article focuses on the educational quality of the newly emerged quasi-state schools for rural migrant children in urban China. Semi-structured interviews were conducted with 19 government officers, school leaders, teachers and migrant parents in Shanghai. Adopting a theoretical perspective of policy as a temporary settlement of interests, the article deconstructs the power relations that constructed the disadvantaged positionality of these schools in the local school system. What can be identified from the empirical data is the emergence of an “interim quasi-state school system” with three interrelated features: it belongs to the state sector, offers quasi-state education and has an interim nature. Under the local government’s low-cost and inferior schooling approach, the whole system is treated as an emergency mechanism for solving the floating children’s schooling problem, rather than as regular schools offering high quality education. While realising the children’s right to education, this system does not guarantee them a “good” education.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45932033","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}
The disruption of the academic year by the COVID-19 pandemic required higher education institutions to manage and lead under untenable conditions. This article is a case study of a leadership model adopted at the University of Johannesburg (UJ) located in South Africa. It offers insights into how the leadership and governance evolved and enabled management of the crisis presented by the pandemic. This article presents the relevant theory and concepts on leadership followed by a review of the impact of COVID-19 on higher education. This is followed by an interpretation of the sequence of events as they unfolded at UJ propelled by the mandate to leave no student behind and continue with the academic year. The UJ experience was characterised by the values of social justice, equity, access and teaching excellence. This article explores the University of Johannesburg’s response in relation to these values and leadership theories.
{"title":"Pandemic Leadership in Higher Education: New Horizons, Risks and Complexities","authors":"K. Menon, S. Motala","doi":"10.25159/1947-9417/8880","DOIUrl":"https://doi.org/10.25159/1947-9417/8880","url":null,"abstract":"The disruption of the academic year by the COVID-19 pandemic required higher education institutions to manage and lead under untenable conditions. This article is a case study of a leadership model adopted at the University of Johannesburg (UJ) located in South Africa. It offers insights into how the leadership and governance evolved and enabled management of the crisis presented by the pandemic. This article presents the relevant theory and concepts on leadership followed by a review of the impact of COVID-19 on higher education. This is followed by an interpretation of the sequence of events as they unfolded at UJ propelled by the mandate to leave no student behind and continue with the academic year. The UJ experience was characterised by the values of social justice, equity, access and teaching excellence. This article explores the University of Johannesburg’s response in relation to these values and leadership theories.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43362001","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 – Covid","authors":"Na-iem Dollie","doi":"10.25159/1947-9417/9465","DOIUrl":"https://doi.org/10.25159/1947-9417/9465","url":null,"abstract":"","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498431","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}
In this evolving Commentary Section, our coverage will span a diversity of opinions, ranging from robust critiques of education theories, policies and practices, to equally robust defences of the status quo—both internationally and locally. While Education as Change is committed to the human right to disagree, and while reason and rationality are often regarded as pillars of academic debate and discussion, these pillars of academic freedom and exploration are not to be confused with the contested and indeed liberal notion of “objectivity”.
{"title":"Introductory and Editorial Note","authors":"Na-iem Dollie","doi":"10.25159/1947-9417/9354","DOIUrl":"https://doi.org/10.25159/1947-9417/9354","url":null,"abstract":"In this evolving Commentary Section, our coverage will span a diversity of opinions, ranging from robust critiques of education theories, policies and practices, to equally robust defences of the status quo—both internationally and locally. While Education as Change is committed to the human right to disagree, and while reason and rationality are often regarded as pillars of academic debate and discussion, these pillars of academic freedom and exploration are not to be confused with the contested and indeed liberal notion of “objectivity”.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42245735","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}
Parental educational support plays a significant role in the educational success of learners. Research has emphasised the important role of father involvement in educational achievement; however, little is known about how educational support is understood within marginalised contexts such as female-headed households, especially where fathers are absent or largely uninvolved in the lives of children. This article presents the perspectives of six adolescents in a South African community who reflect on what father involvement means to them in relation to educational support. Semi-structured interviews and a focus group were conducted with the participants to discuss their experiences. We use feminist theory to highlight the informal and non-traditional forms of support that are present in these female-headed households. The data were analysed by means of thematic content analysis. The findings revealed that all the adolescents had complex and deeply personal perspectives on the role a father could play in their lives, and that these views often contrasted with dominant stereotypes of female-headed households as inherently inferior. Although all the adolescents showed a desire for a relationship with a biological father, in some cases the influence of a father was framed as detrimental to the family unit and the educational success of the adolescents. These findings have implications for how schools and educational stakeholders can understand and engage with adolescents and families in female-headed households.
{"title":"Disrupting Patriarchal Perceptions of Single-Mother Families: An Analysis of Adolescent Narratives","authors":"C. Jacobs, Grant Andrews","doi":"10.25159/1947-9417/8670","DOIUrl":"https://doi.org/10.25159/1947-9417/8670","url":null,"abstract":"Parental educational support plays a significant role in the educational success of learners. Research has emphasised the important role of father involvement in educational achievement; however, little is known about how educational support is understood within marginalised contexts such as female-headed households, especially where fathers are absent or largely uninvolved in the lives of children. This article presents the perspectives of six adolescents in a South African community who reflect on what father involvement means to them in relation to educational support. Semi-structured interviews and a focus group were conducted with the participants to discuss their experiences. We use feminist theory to highlight the informal and non-traditional forms of support that are present in these female-headed households. The data were analysed by means of thematic content analysis. The findings revealed that all the adolescents had complex and deeply personal perspectives on the role a father could play in their lives, and that these views often contrasted with dominant stereotypes of female-headed households as inherently inferior. Although all the adolescents showed a desire for a relationship with a biological father, in some cases the influence of a father was framed as detrimental to the family unit and the educational success of the adolescents. These findings have implications for how schools and educational stakeholders can understand and engage with adolescents and families in female-headed households.","PeriodicalId":44983,"journal":{"name":"Education As Change","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45110111","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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