Browsing Research Articles (Scholarship of Teaching & Learning) by Author "Bozalek, Vivienne"
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Bozalek, Vivienne (Taylor and Francis, 2011)[more][less]
Abstract: Participatory Learning and Action (PLA) research techniques can contribute to decolonising methodologies by alerting participants to privilege and marginalisation through encounters across difference. Consciousness of privileges is often obscured and naturalised as part of normative expectations of everyday living. This paper contends that no one is exempt from interrogating their positionality and their beliefs, and that PLA research techniques can provide the means by which people can be confronted with privileges and marginality through encountering the ‘other’. A case study conducted across Higher Education Institutions in South Africa is presented to show how PLA techniques can make a substantial contribution to processes of research. The case study shows how PLA research techniques make it possible to bring people together to confront differential privileges, thus giving people the opportunity to become both insiders and committed outsiders in their interactions across differences. URI: http://hdl.handle.net/10566/528 Files in this item: 1
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Bozalek, Vivienne (Department of Social Work, University of Johannesburg, 2007)[more][less]
Abstract: This article describes the design and implementation of a module on Advanced Social Work Ethics using a blended learning approach and relying substantially on e-learning as a pedagogical tool. The design is contextualised by elaborating on the parameters in which the module was developed – viz. the minimum standards of the Bachelor of Social Work pertaining to ethics, as well as the e-learning and assessment policies at UWC. The module design and implementation was informed by constructivist pedagogical principles, and made use of the notion of ‘critical friends’ as a means of providing opportunities for students to interact as peers and provide input on each others’ learning, thus decentralising the traditional role of the university lecturer. Examples of assessment tasks devised for the module to illustrate the pedagogical principles are also provided. Students’ responses to their experiences of undertaking the module are drawn from their final journal entries and provide an indication of how the module was operationalised. URI: http://hdl.handle.net/10566/49 Files in this item: 1
Bozalek_Ethics(2007)[1].pdf (205.9Kb) -
Bozalek, Vivienne; Boughey, Chrissie (Blackwell Publishing, 2012)[more][less]
Abstract: The question of how to make higher education more inclusive has been a central concern in South Africa and elsewhere over the past two decades. However, in South Africa there remains a disjuncture between policy aimed at promoting inclusivity and the experiences of students and staff in the higher education sector. In this article, the relationship between equity of access and equity of outcomes and the expectations that follow from these policy imperatives are examined from the perspective of Nancy Fraser’s normative framework of social justice. In particular, her notion of misframing is used to analyze the current situation in the higher education sector in South Africa. The article concludes that a focus on individual higher education institutions is not sufficient to gain a perspective on the social arrangements required for participatory parity in higher education, and in fact, such a focus is an instance of misframing and thus a form of injustice. URI: http://hdl.handle.net/10566/497 Files in this item: 1
BozalekHigherEducation2012.pdf (226.1Kb)
Now showing items 1-3 of 3