While a clear rationale for the need to decolonise school geography curricula has been proposed, there are few examples of what this looks like in practice. Drawing on our professional practice in both a secondary school and a university setting, we outline two case studies of decolonising the curriculum that centre on promoting student agency. The first is a Year 7 geography unit of work, and the second is a walking tour of London for an initial teacher education programme for secondary school geography teachers. Through these case studies, we argue for the importance of encouraging students to think about geographical relations with other places, and build on studies which foreground the importance of place as a pedagogic device through which the aims of decolonisation can be furthered.
{"title":"Methodologies for decolonising geography curricula in the secondary school and in initial teacher education","authors":"Cyrus Nayeri, E. Rushton","doi":"10.14324/lre.20.1.04","DOIUrl":"https://doi.org/10.14324/lre.20.1.04","url":null,"abstract":"While a clear rationale for the need to decolonise school geography curricula has been proposed, there are few examples of what this looks like in practice. Drawing on our professional practice in both a secondary school and a university setting, we outline two case studies of decolonising the curriculum that centre on promoting student agency. The first is a Year 7 geography unit of work, and the second is a walking tour of London for an initial teacher education programme for secondary school geography teachers. Through these case studies, we argue for the importance of encouraging students to think about geographical relations with other places, and build on studies which foreground the importance of place as a pedagogic device through which the aims of decolonisation can be furthered.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49186951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Laura Knight, P. Crampton, A. McKeown, A. Arora, C. Cliffe, C. O’keeffe, A. Griffin
The delivery of integrated care requires the establishment of effective professional relationships that foster collaborative working across health systems. Evidence for how to prepare practitioners to work in those settings is limited. By exploring an innovative postgraduate Programme for Integrated Child Health (PICH) this article highlights the conditions by which effective collaboration can be encouraged. Our qualitative evaluation of PICH involved one-to-one semi-structured interviews with 23 postgraduate general practice and paediatric trainees and their mentors. We analysed the data using the concept of the ‘third space’, where multiple discourses between individuals with diverse professional backgrounds occur, enabling creative exploration of tensions inherent in new ways of working in order to identify enablers and barriers to collaboration. Our analysis identified three themes that enabled collaboration: effective communication, boundary work and educational spaces; and four themes that were barriers: traditional hierarchical professional identities, curriculum design, financial systems and workplace spaces. PICH demonstrated the value of educational spaces and their role in enabling collaborative practice, as participants explored their professional identities and those of other disciplines. Structural factors in the workplace which inhibit collaborative practice were also evident. We conclude by proposing a model for collaborative learning in third spaces based upon the recognition that, while educational programmes alone will not lead to change, they have the potential to inform the development of productive workplace spaces that will be required if collaborative practice in healthcare is to become a reality.
{"title":"Education for collaboration: the influence of the third space on professional boundaries","authors":"Laura Knight, P. Crampton, A. McKeown, A. Arora, C. Cliffe, C. O’keeffe, A. Griffin","doi":"10.14324/lre.20.1.03","DOIUrl":"https://doi.org/10.14324/lre.20.1.03","url":null,"abstract":"The delivery of integrated care requires the establishment of effective professional relationships that foster collaborative working across health systems. Evidence for how to prepare practitioners to work in those settings is limited. By exploring an innovative postgraduate Programme for Integrated Child Health (PICH) this article highlights the conditions by which effective collaboration can be encouraged. Our qualitative evaluation of PICH involved one-to-one semi-structured interviews with 23 postgraduate general practice and paediatric trainees and their mentors. We analysed the data using the concept of the ‘third space’, where multiple discourses between individuals with diverse professional backgrounds occur, enabling creative exploration of tensions inherent in new ways of working in order to identify enablers and barriers to collaboration. Our analysis identified three themes that enabled collaboration: effective communication, boundary work and educational spaces; and four themes that were barriers: traditional hierarchical professional identities, curriculum design, financial systems and workplace spaces. PICH demonstrated the value of educational spaces and their role in enabling collaborative practice, as participants explored their professional identities and those of other disciplines. Structural factors in the workplace which inhibit collaborative practice were also evident. We conclude by proposing a model for collaborative learning in third spaces based upon the recognition that, while educational programmes alone will not lead to change, they have the potential to inform the development of productive workplace spaces that will be required if collaborative practice in healthcare is to become a reality.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48105179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high ‘tolerance of ambiguity’ characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to enact tolerance of ambiguity and its associated democratic behaviours. It draws on data collected as part of a larger European-funded project in which children and young people used wordless texts as springboards to engage in discussions about cultural themes. We report findings from an in-depth qualitative analysis of two lessons (for 9–10-year-olds and 13–14-year-olds) chosen due to their use of provisional language and focus on multiple perspectives. We explore how the social element of provisional language enables students to enact key democratic behaviours as they learn to navigate multiple perspectives in small peer-group learning contexts. We find that teacher modelling and dual objectives in promoting such language are central to creating a safe dialogic space with inherent democratic potential that is not bound by solution-seeking goals. We consider the pedagogical implications of this by problematising the role of dialogue in enacting democratic behaviours through a critical exploration of the concept of ‘voice’.
{"title":"Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk","authors":"V. Cook, Fiona Maine, A. Čermáková","doi":"10.14324/lre.20.1.02","DOIUrl":"https://doi.org/10.14324/lre.20.1.02","url":null,"abstract":"The concept of cultural literacy as a dialogic social practice celebrates alternative perspectives. Navigating multiple perspectives in dialogue requires high ‘tolerance of ambiguity’ characterised by a positive, open and flexible attitude towards uncertainty. This article aims to explore how provisional language is used in classroom dialogue to enact tolerance of ambiguity and its associated democratic behaviours. It draws on data collected as part of a larger European-funded project in which children and young people used wordless texts as springboards to engage in discussions about cultural themes. We report findings from an in-depth qualitative analysis of two lessons (for 9–10-year-olds and 13–14-year-olds) chosen due to their use of provisional language and focus on multiple perspectives. We explore how the social element of provisional language enables students to enact key democratic behaviours as they learn to navigate multiple perspectives in small peer-group learning contexts. We find that teacher modelling and dual objectives in promoting such language are central to creating a safe dialogic space with inherent democratic potential that is not bound by solution-seeking goals. We consider the pedagogical implications of this by problematising the role of dialogue in enacting democratic behaviours through a critical exploration of the concept of ‘voice’.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49371006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Barbara Adewumi, Laura R. Bailey, Emma Mires-Richards, Kathleen M. Quinlan, Evangeline Agyeman, Aisha Alabi, Miriam Jeyasingh, Collins Konadu-Mensah, Wayne Lavinière, Patrice Mighton, Tore Shortridge, Dave S. P. Thomas, Nain Wassamba-Wabelua
Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of colour and from the Global South, to enrich what is currently perceived to be a Eurocentric canon. One way to promote more culturally aligned pedagogy is through diversifying reading lists. This article presents findings from two pilot studies that explored the reading lists in one department in social sciences and one in the humanities at the University of Kent, UK. Applying critical race theory as a guiding framework, the first part of the article examines the ways in which a diverse curriculum must include the voices of the marginalised. It then describes the methods: a desk-based review of the reading lists, interviews with academics to inform the work, disseminate the findings, instigate further action and identify future needs, and student focus groups. Crucially, the project resulted from the collaboration between students and staff, and across departments and disciplines. We found that reading lists in both departments overwhelmingly comprised items by White male authors. Students and staff both reflected on the importance of not only curriculum diversification but also barriers to diversification and decolonisation. The article discusses the impact of this project, which has led to a Diversity Mark process, and the Diversity Mark Toolkit, which can be used in any discipline when putting together reading lists to create a more culturally competent curriculum. It concludes by considering other systemic changes needed, with particular attention to changes needed in library services and collections.
{"title":"Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists","authors":"Barbara Adewumi, Laura R. Bailey, Emma Mires-Richards, Kathleen M. Quinlan, Evangeline Agyeman, Aisha Alabi, Miriam Jeyasingh, Collins Konadu-Mensah, Wayne Lavinière, Patrice Mighton, Tore Shortridge, Dave S. P. Thomas, Nain Wassamba-Wabelua","doi":"10.14324/lre.20.1.01","DOIUrl":"https://doi.org/10.14324/lre.20.1.01","url":null,"abstract":"\u0000Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of colour and from the Global South, to enrich what is currently perceived to be a Eurocentric canon. One way to promote more culturally aligned pedagogy is through diversifying reading lists. This article presents findings from two pilot studies that explored the reading lists in one department in social sciences and one in the humanities at the University of Kent, UK. Applying critical race theory as a guiding framework, the first part of the article examines the ways in which a diverse curriculum must include the voices of the marginalised. It then describes the methods: a desk-based review of the reading lists, interviews with academics to inform the work, disseminate the findings, instigate further action and identify future needs, and student focus groups. Crucially, the project resulted from the collaboration between students and staff, and across departments and disciplines. We found that reading lists in both departments overwhelmingly comprised items by White male authors. Students and staff both reflected on the importance of not only curriculum diversification but also barriers to diversification and decolonisation. The article discusses the impact of this project, which has led to a Diversity Mark process, and the Diversity Mark Toolkit, which can be used in any discipline when putting together reading lists to create a more culturally competent curriculum. It concludes by considering other systemic changes needed, with particular attention to changes needed in library services and collections.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2022-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41499040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rapid reviews using abbreviated systematic review methods are of increasing importance for evidence-informed decision-making in education, although there is little guidance about the most suitable approach. Three recently completed rapid review reports are compared to inform discussions on the utility of this type of review in education and to highlight appropriate methods for producing evidence syntheses in a limited time frame. Rapid review methods need to be chosen to fit the needs of the review, which involves: thinking broadly about different kinds of team experience and expertise; estimating the size and nature of the literature to be reviewed; considering the review purpose and nature of the topic; choosing an appropriate synthesis method for the review purpose, evidence base and reviewers’ expertise; fully describing the review approach, and discussing the potential limitations of chosen methods; and understanding the anticipated audiences and tailoring outputs accordingly. Rapid reviews to address urgent and high-priority questions provide the benefits of timeliness and reduced resource requirements. However, it is crucial to understand caveats and limitations to the rapid conduct of evidence syntheses for decision-making purposes. This article offers guidance to support researchers, postgraduate students and commissioners who wish to conduct rapid reviews in a transparent and systematic way, addressing complex questions of relevance to evidence-informed decision-making in education.
{"title":"Rapid reviews as an emerging approach to evidence synthesis in education","authors":"S. Wollscheid, Janice S Tripney","doi":"10.14324/lre.19.1.32","DOIUrl":"https://doi.org/10.14324/lre.19.1.32","url":null,"abstract":"\u0000Rapid reviews using abbreviated systematic review methods are of increasing importance for evidence-informed decision-making in education, although there is little guidance about the most suitable approach. Three recently completed rapid review reports are compared to inform discussions on the utility of this type of review in education and to highlight appropriate methods for producing evidence syntheses in a limited time frame. Rapid review methods need to be chosen to fit the needs of the review, which involves: thinking broadly about different kinds of team experience and expertise; estimating the size and nature of the literature to be reviewed; considering the review purpose and nature of the topic; choosing an appropriate synthesis method for the review purpose, evidence base and reviewers’ expertise; fully describing the review approach, and discussing the potential limitations of chosen methods; and understanding the anticipated audiences and tailoring outputs accordingly. Rapid reviews to address urgent and high-priority questions provide the benefits of timeliness and reduced resource requirements. However, it is crucial to understand caveats and limitations to the rapid conduct of evidence syntheses for decision-making purposes. This article offers guidance to support researchers, postgraduate students and commissioners who wish to conduct rapid reviews in a transparent and systematic way, addressing complex questions of relevance to evidence-informed decision-making in education.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48180528","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Book review: Becoming a Scholar: Cross-cultural reflections on identity and agency in an education doctorate, edited by Maria Savva and Lynn P. Nygaard","authors":"P. Temple","doi":"10.14324/lre.19.1.31","DOIUrl":"https://doi.org/10.14324/lre.19.1.31","url":null,"abstract":"","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42208764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The recent diffusion of democracy across the globe has led to an increase in the curiosity of scholars, policymakers and the public alike about the main principles and characteristics of democracy. Equally important are concerns over outcomes of democracy, especially responsiveness of democracy to environmental and citizens’ protection in times of disasters. This article aims to answer several questions about the understanding of principles and outcomes of democracy, and the complexity and variability of democracy across countries, which are still unanswered in the literature. Specifically, it adds to the scholarly debates on democracy and environmental disasters in three ways. First, it presents theoretical and empirical debates on definitions and principles of democracy and its progress worldwide. Second, it discusses the effect of democracy on environmental sustainability. Third, it focuses on the pre-eminence of responsiveness of democratic in comparison to non-democratic governments to environmental disasters, and the best pathways to education on democracy in a time of environmental disasters. The article concludes by highlighting the advantage of mechanisms and solutions of democracy in contrast to non-democracy to challenges in times of environmental disasters and to teaching about responses to environmental disasters.
{"title":"Educating on democracy in a time of environmental disasters","authors":"Barbara Wejnert","doi":"10.14324/lre.19.1.30","DOIUrl":"https://doi.org/10.14324/lre.19.1.30","url":null,"abstract":"\u0000The recent diffusion of democracy across the globe has led to an increase in the curiosity of scholars, policymakers and the public alike about the main principles and characteristics of democracy. Equally important are concerns over outcomes of democracy, especially responsiveness of democracy to environmental and citizens’ protection in times of disasters. This article aims to answer several questions about the understanding of principles and outcomes of democracy, and the complexity and variability of democracy across countries, which are still unanswered in the literature. Specifically, it adds to the scholarly debates on democracy and environmental disasters in three ways. First, it presents theoretical and empirical debates on definitions and principles of democracy and its progress worldwide. Second, it discusses the effect of democracy on environmental sustainability. Third, it focuses on the pre-eminence of responsiveness of democratic in comparison to non-democratic governments to environmental disasters, and the best pathways to education on democracy in a time of environmental disasters. The article concludes by highlighting the advantage of mechanisms and solutions of democracy in contrast to non-democracy to challenges in times of environmental disasters and to teaching about responses to environmental disasters.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44289970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Parejo, Elvira Molina-Fernández, Ainoa González-Pedraza
Globalisation has brought about great social and economic impact, as well as great challenges. Major developments have taken place in the mobility of capital and, to a lesser extent, of goods; not so in the mobility of people seeking asylum due to persecution and war. This article approaches the phenomenon of migration, particularly of refugees, as learning content for early childhood. The research is presented from a qualitative approach based on the results of a project on this topic implemented in a rural school in Spain. The results of the data analysis reveal that children attribute external reasons, of survival, to the refugees’ forced departure from their country of origin. The children’s imaginary reproduces the social construction of adults on the status and situation of refugees, and they also show a critical attitude towards the violation of human rights and the abuse of fellow children. Finally, respect, cultural empathy and social commitment in the face of injustice are presented as fundamental values for education in global citizenship from the earliest stages of schooling.
{"title":"Children’s narratives on migrant refugees: a practice of global citizenship","authors":"J. Parejo, Elvira Molina-Fernández, Ainoa González-Pedraza","doi":"10.14324/lre.19.1.29","DOIUrl":"https://doi.org/10.14324/lre.19.1.29","url":null,"abstract":"\u0000Globalisation has brought about great social and economic impact, as well as great challenges. Major developments have taken place in the mobility of capital and, to a lesser extent, of goods; not so in the mobility of people seeking asylum due to persecution and war. This article approaches the phenomenon of migration, particularly of refugees, as learning content for early childhood. The research is presented from a qualitative approach based on the results of a project on this topic implemented in a rural school in Spain. The results of the data analysis reveal that children attribute external reasons, of survival, to the refugees’ forced departure from their country of origin. The children’s imaginary reproduces the social construction of adults on the status and situation of refugees, and they also show a critical attitude towards the violation of human rights and the abuse of fellow children. Finally, respect, cultural empathy and social commitment in the face of injustice are presented as fundamental values for education in global citizenship from the earliest stages of schooling.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49197998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The supervision and production of a PhD thesis often presents a potentially interesting tension between PhDs as conforming to disciplinary epistemologies and PhDs as breaking epistemological boundaries. No academic discipline has been left untouched by decolonial thinking in the South African university space since the eruption of radicalized student protest movements in 2015. The Rhodes Must Fall student protest movement, which quickly morphed into Fees Must Fall, precipitated a new urgency to decolonize the university curriculum in post-apartheid South Africa. A new interdisciplinary conversation in the humanities and social sciences began to emerge which challenged established orthodoxies in favour of de-Westernizing, decolonizing and re-mooring epistemological and pedagogic practices away from Eurocentrism. Whether and how that theoretical ferment filtered into postgraduate students’ theses, however, remains to be established. This article deploys a decolonial theoretical framework to explore the tension between epistemic conformity and boundary transgressing in journalism studies by analysing reference lists of PhD theses submitted at three South African Universities three years after the protest movement Rhodes Must Fall. With specific focus on media and journalism studies as a discipline, this article argues that the PhD process represents a site for potential epistemic disobedience and disciplinary border-jumping, and for challenging the canonical insularity of Western theory in journalism studies. The findings appear to disconfirm the thesis that decolonial rhetoric has had a material influence so far on the media studies curriculum, as reflected in reference lists of cited works in their dissertations.
博士论文的监督和撰写往往呈现出一种潜在的有趣张力，即符合学科认识论的博士与打破认识论界限的博士之间的张力。自2015年激进的学生抗议运动爆发以来，在南非的大学空间里，没有一门学科不受非殖民主义思想的影响。Rhodes Must Fall学生抗议运动迅速演变成Fees Must Fall，引发了后种族隔离时代南非大学课程去殖民化的新紧迫感。人文和社会科学领域的一种新的跨学科对话开始出现，它挑战了既定的正统观念，支持去西方化、去殖民化和重新将认识论和教学实践与欧洲中心主义分开。然而，这种理论的发酵是否以及如何渗透到研究生的论文中，仍有待确定。本文运用一个非殖民化的理论框架，通过分析抗议运动罗德必须垮台三年后南非三所大学提交的博士论文参考书目，探讨新闻学研究中认知一致性与越界之间的紧张关系。本文特别关注媒体和新闻学作为一门学科的研究，认为博士学位过程代表了一个潜在的认知不服从和学科边界跳跃的场所，并挑战了西方新闻研究理论的规范孤立性。调查结果似乎否定了一种论点，即非殖民主义修辞迄今对媒体研究课程产生了重大影响，这反映在他们的论文中引用的参考书目中。
{"title":"The decolonial turn: reference lists in PhD theses as markers of theoretical shift/stasis in media and journalism studies at selected South African universities","authors":"Z. E. Mugari","doi":"10.14324/lre.19.1.28","DOIUrl":"https://doi.org/10.14324/lre.19.1.28","url":null,"abstract":"\u0000The supervision and production of a PhD thesis often presents a potentially interesting tension between PhDs as conforming to disciplinary epistemologies and PhDs as breaking epistemological boundaries. No academic discipline has been left untouched by decolonial thinking in the South African university space since the eruption of radicalized student protest movements in 2015. The Rhodes Must Fall student protest movement, which quickly morphed into Fees Must Fall, precipitated a new urgency to decolonize the university curriculum in post-apartheid South Africa. A new interdisciplinary conversation in the humanities and social sciences began to emerge which challenged established orthodoxies in favour of de-Westernizing, decolonizing and re-mooring epistemological and pedagogic practices away from Eurocentrism. Whether and how that theoretical ferment filtered into postgraduate students’ theses, however, remains to be established. This article deploys a decolonial theoretical framework to explore the tension between epistemic conformity and boundary transgressing in journalism studies by analysing reference lists of PhD theses submitted at three South African Universities three years after the protest movement Rhodes Must Fall. With specific focus on media and journalism studies as a discipline, this article argues that the PhD process represents a site for potential epistemic disobedience and disciplinary border-jumping, and for challenging the canonical insularity of Western theory in journalism studies. The findings appear to disconfirm the thesis that decolonial rhetoric has had a material influence so far on the media studies curriculum, as reflected in reference lists of cited works in their dissertations.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45328096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article discusses the implications of sociopolitical and cultural challenges and complexity on educational leaders’ use of strategic thinking skills in divided societies, using the case of Israel, a deeply divided society with a hegemonic Jewish ethno-national state and Bedouins – a subculture of the minority Arabs. In the suggested model, we propose that, due to sociopolitical and cultural challenges, Bedouin school principals use ‘systems thinking’ skills as a holistic approach to coping with their complex environment. Jewish principals use the additional strategic skills of reflection and reframing. We provide the results of a preliminary empirical study, with 103 Bedouin and 67 Jewish principals, supporting our propositions. This article and its propositions open avenues for research into principals’ perceptions in deeply divided contexts and contribute to cognitive characteristics of leadership by explaining the implications of specific contexts for strategic thinking.
{"title":"In the face of sociopolitical and cultural challenges: Educational leaders’ strategic thinking skills","authors":"Rima’a Da’as, Nohad ‘Ali","doi":"10.14324/lre.19.1.27","DOIUrl":"https://doi.org/10.14324/lre.19.1.27","url":null,"abstract":"\u0000This article discusses the implications of sociopolitical and cultural challenges and complexity on educational leaders’ use of strategic thinking skills in divided societies, using the case of Israel, a deeply divided society with a hegemonic Jewish ethno-national state and Bedouins – a subculture of the minority Arabs. In the suggested model, we propose that, due to sociopolitical and cultural challenges, Bedouin school principals use ‘systems thinking’ skills as a holistic approach to coping with their complex environment. Jewish principals use the additional strategic skills of reflection and reframing. We provide the results of a preliminary empirical study, with 103 Bedouin and 67 Jewish principals, supporting our propositions. This article and its propositions open avenues for research into principals’ perceptions in deeply divided contexts and contribute to cognitive characteristics of leadership by explaining the implications of specific contexts for strategic thinking.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2021-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46513082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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