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Now showing items 21-30 of 47
An evaluative framework for a socially just institution
(SUN Press, 2012)
The term ‘public good’ is very broad and can include a variety of ideologically informed positions. In this volume it is described by Bozalek and Leibowitz (chapter five) as a concern with participatory parity and equality, ...
Diffraction or reflection? Sketching the contours of two methodologies in educational research
(Taylor & Francis, 2017)
Internationally, an interest is emerging in a growing body of work on what has become known as ‘diffractive methodologies’ drawing attention to ontological aspects of research. Diffractive methodologies have largely been ...
Diffracting socially just pedagogies through stained glass
(South African Association for Research and Development in Higher Education (SAARDHE), 2016)
This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 - a death that was ...
Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy
(BioMed Central, 2013)
Background: While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models ...
Analysing the professional development of teaching and learning from a political ethics of care perspective
(Routledge, 2014)
This paper uses Tronto’s political ethics of care as a normative framework to evaluate
a model of teaching and learning professional development. This framework identifies
five integrated moral elements of care – ...
Towards a response-able pedagogy across higher education institutions in post-apartheid South Africa: an ethico-political analysis
(Unisa Press, 2017)
Internationally there has been some interest in how critical pedagogies might be enabled
in higher education to support transformative social agendas. Few writers, however,
have theorised the ethico-political aspects of ...
Re-imagining socially just pedagogies in higher education: the contribution of contemporary theoretical perspectives
(University of Johannesburg and UNISA Press, 2017)
Despite post-apartheid policy intentions to redress the effects of apartheid, inequalities in higher education have remained an endemic problem in South Africa, and continue to have a major influence on students and educators ...
Slow scholarship in writing retreats: A diffractive methodology for response-able pedagogies
(Higher Education South Africa (HESA), 2017)
The corporatization of universities has led to increasing pressure on academics to publish as
quickly and prolifically as possible. Writing retreats have been used as one way of ensuring the
production of academic articles ...
Using the human capabilities approach as a normative framework to evaluate institutional teaching and learning interventions at UWC
(UNISA, 2013)
This article uses the human capabilities approach to evaluate an institutional approach
to teaching and learning at the University of the Western Cape (UWC). The human
capabilities framework makes it possible to examine ...
Towards a shared understanding of emerging technologies: Experiences in a collaborative research project in South Africa
(The African Journal of Information Systems (AJIS), 2013)
While the practice of using educational technologies in Higher Education is increasingly common among educators, there is a paucity of research on innovative uses of emerging technologies to transform teaching and learning. ...