Research Articles (Education)
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Ravjee, Neetha (UNISA, 2002)[more][less]
Abstract: This article investigates the tensions in the "mode 2" thesis, which suggests the emergence of new, global trends in the production and dissemination of knowledge. I explain its influence in recent South African higher education policy debates and research practices by referring to competing readings of "mode 2", which have allowed it to feed simultaneously into both liberal and critical discourses on higher education transformation in South Africa. Clear tensions emerge from the limitations of "mode 2" in speaking to existing inequalities and in informing non-corporate models of institutional transformation. URI: http://hdl.handle.net/10566/414 Files in this item: 1
RavjeeKnowledgeProduction2002.pdf (175.5Kb) -
Ravjee, Neetha (University of the West Indies, Distance Education Centre, 2007)[more][less]
Abstract: Introduction: The appearance of information and communication technologies (ICTs) at the intersection of competing perspectives on higher education transformation in South Africa suggests that the increasing use of ICTs is not an automatic ‘good in itself’ but needs to be problematised. This paper first describes the new ICT-related practices emerging in South African higher education institutions, and then identifies and compares four broad approaches informing the relation of these new practices to higher education change. The first three approaches conceive of this relationship in terms of the role of ICTs in effecting specific changes in higher education institutions, while the fourth approaches the relation discursively. The final section describes access patterns in ‘dual-mode’ institutions, and asks whether the emerging trends are redefining the meanings of access to higher education. In thinking about how to re-imagine current elearning practices outside of the tight globalisation script, this paper supports a framework that both embraces the possibilities offered by online pedagogies, and problematises central aspects of the political economy and cultural politics of e-learning in higher education. URI: http://hdl.handle.net/10566/413 Files in this item: 1
RavjeeElearningICT2007.pdf (311.1Kb) -
Wangenge-Ouma, Gerald (Springer Verlag, 2012)[more][less]
Abstract: The funding of higher education in South Africa has in the recent past been a subject of animated debate. This debate has ranged from the adequacy of government funding of higher education, the suitability of the funding framework, to protestations against frequent tuition fee increases. At present, the debate is mainly about “free” higher education. Unlike most African countries, South Africa has an established history of cost sharing. But, for a while now, students, especially Black students, have been demanding tuition free higher education even though the country has a student financial aid scheme to support talented but poor students. The demands for tuition free higher education suggest, among others, the possible existence of financial barriers to higher educational opportunities. This paper is a sequel to the debate on free higher education in South Africa. It seeks, in the main, to understand and examine the rationale and drivers for the students’ demand for “free” higher education. What are the financial barriers to higher educational opportunities that the current funding architecture has failed to address? Secondly, why are students demanding free higher education when there is a scheme to support talented but poor students? Is cost sharing inconsistent with the country’s post-apartheid transformation policy in higher education? Finally, is “free” higher education the panacea to the access and participation challenges facing Black students? URI: http://hdl.handle.net/10566/310 Files in this item: 2
OumaTuitionFees2012.pdf (807.2Kb)Wangenge-Ouma2012.pdf (276.9Kb) -
Luescher-Mamashela, Thierry (Faculty of Education, University of the Free State, 2009)[more][less]
Abstract: The racial desegregation of the student bodies of historically white universities in South Africa has had significant political implications for student politics and university governance. I discuss two key moments in the governance history of the University of Cape Town (UCT) critically. The first involves the experience of racial parallelism in student governance in the late 1980s and early 1990s, making specific reference to the re-conceptualisation of the UCT Students’ Representative Council (SRC) as a ‘NUSAS-SRC’, along with the recognition of the political salience of race in the student body. The second traces the origins of the demographic representivity rule in the university’s statute to student demands for the dissolution of the UCT Council, and its replacement by a Transformation Forum in the early 1990s. I thus show that the recognition of race as politically significant in university governance is the outcome of a deliberate struggle, by students in general, and black students in particular, to de-privatise and politicise any sense of racial/racist marginalisation, and therefore to open up race as a topic for deliberation in the political realm of the post-apartheid university. Thus, the institutionalisation of race has come to serve the interests of the struggle for non-racialism. Description: Research article URI: http://hdl.handle.net/10566/226 Files in this item: 1
LuescherDesegregation2009.pdf (145.3Kb) -
Kerfoot, Caroline; Winberg, Chris (Juta & Company Ltd, 1997)[more][less]
Abstract: The book gives detailed and theoretically-grounded practical advice on how to proceed collaboratively through the various stages of the action research cycle, including building a repertoire of literacy practices and activities for teachers and learners to draw upon in the research process. URI: http://hdl.handle.net/10566/221 Files in this item: 1
KerfootActionResearch1997.pdf (3.278Mb)