From affirmative to transformative approaches to academic development
- McKenna, Sioux, Hlengwa, Amanda, Quinn, Lyn, Vorster, Jo-Anne E
- Authors: McKenna, Sioux , Hlengwa, Amanda , Quinn, Lyn , Vorster, Jo-Anne E
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426651 , vital:72375 , xlink:href="https://doi.org/10.1080/13562517.2022.2119077"
- Description: Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020.“Reframing the Curriculum: A Transformative Approach.” Critical Studies in Education61 (1): 50–65). To be transformative, academic development has to reframe the problem beyond one of poor student retention and throughput. We need to make sense of the conditions from which issues such as poor retention and throughput rates emerge, rather than focusing on mitigating the effects of such conditions within the status quo. Drawing on Fraser’s concept of parity of participation, we suggest that if academic development is to engage in transformative approaches, it needs to adjust the scale of the problem and challenge underpinning assumptions, and thereby review the fitness of universities, curricula and academic development practices for a pluralist society. In sum, a transformative approach to academic development work will entail conceptualising academic development as a political knowledge project.
- Full Text:
- Date Issued: 2022
- Authors: McKenna, Sioux , Hlengwa, Amanda , Quinn, Lyn , Vorster, Jo-Anne E
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426651 , vital:72375 , xlink:href="https://doi.org/10.1080/13562517.2022.2119077"
- Description: Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020.“Reframing the Curriculum: A Transformative Approach.” Critical Studies in Education61 (1): 50–65). To be transformative, academic development has to reframe the problem beyond one of poor student retention and throughput. We need to make sense of the conditions from which issues such as poor retention and throughput rates emerge, rather than focusing on mitigating the effects of such conditions within the status quo. Drawing on Fraser’s concept of parity of participation, we suggest that if academic development is to engage in transformative approaches, it needs to adjust the scale of the problem and challenge underpinning assumptions, and thereby review the fitness of universities, curricula and academic development practices for a pluralist society. In sum, a transformative approach to academic development work will entail conceptualising academic development as a political knowledge project.
- Full Text:
- Date Issued: 2022
How the Teaching Development Grant was used (and the problem of common-sense understandings of teaching and learning)
- Moyo, Temwa, McKenna, Sioux, Ndebele, Clever
- Authors: Moyo, Temwa , McKenna, Sioux , Ndebele, Clever
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426917 , vital:72400 , xlink:href="http://dx.doi.org/10.17159/2520-9868/i86a07"
- Description: Teachers at primary and secondary education levels are required to hold a professional qualification but, at the higher education level, all that is required is content expertise. This may well contribute to South Africa's low university throughput and retention rates, in response to which, since 2004, the state has provided ZAR5.5 billion in the form of the Teaching Development Grant (now the University Capacity Development Grant) to address poor completion rates. We present an analysis of the use of the grant across the sector using a social realist framework. Every academic and student has themselves been taught and so have developed untheorised assumptions about curriculum and pedagogy. Such common-sense assumptions about teaching and learning often serve to reinforce the status quo, which is particularly problematic in a sector with poor and racially differentiated throughput and success rates. Many initiatives funded through the grant evidenced a reliance on common-sense assumptions rather than on theorised accounts. In particular, student development often took the form of remedial, add-on initiatives that left the mainstream curriculum untouched-and staff development was often generic and short term. We also found that expertise in academic development, which could potentially challenge common-sense assumptions, was unevenly distributed.
- Full Text:
- Date Issued: 2022
- Authors: Moyo, Temwa , McKenna, Sioux , Ndebele, Clever
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426917 , vital:72400 , xlink:href="http://dx.doi.org/10.17159/2520-9868/i86a07"
- Description: Teachers at primary and secondary education levels are required to hold a professional qualification but, at the higher education level, all that is required is content expertise. This may well contribute to South Africa's low university throughput and retention rates, in response to which, since 2004, the state has provided ZAR5.5 billion in the form of the Teaching Development Grant (now the University Capacity Development Grant) to address poor completion rates. We present an analysis of the use of the grant across the sector using a social realist framework. Every academic and student has themselves been taught and so have developed untheorised assumptions about curriculum and pedagogy. Such common-sense assumptions about teaching and learning often serve to reinforce the status quo, which is particularly problematic in a sector with poor and racially differentiated throughput and success rates. Many initiatives funded through the grant evidenced a reliance on common-sense assumptions rather than on theorised accounts. In particular, student development often took the form of remedial, add-on initiatives that left the mainstream curriculum untouched-and staff development was often generic and short term. We also found that expertise in academic development, which could potentially challenge common-sense assumptions, was unevenly distributed.
- Full Text:
- Date Issued: 2022
Interdisciplinarity requires careful stewardship of powerful knowledge
- Authors: McKenna, Sioux , de Bie G J
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434487 , vital:73068 , ISBN 9780367518707 , https://www.routledge.com/Enhancing-Science-Education-Exploring-Knowledge-Practices-with-Legitimation/Blackie-Adendorff-Mouton/p/book/9780367518707#:~:text=The%20book%20introduces%20Legitimation%20Code,grasp%20difficult%20and%20dense%20concepts
- Description: This book helps meet an urgent need for theorized, accessible and discipline-sensitive publications to assist science, technology, engineering and mathematics educators. The book introduces Legitimation Code Theory (LCT) and demonstrates how it can be used to improve teaching and learning in tertiary courses across the sciences. LCT provides a suite of tools which science educators can employ in order to help their students grasp difficult and dense concepts. The chapters cover a broad range of subjects, including biology, physics, chemistry and mathematics, as well as different curriculum, pedagogy and assessment practices. This is a crucial resource for any science educator who wants to better understand and improve their teaching.
- Full Text:
- Date Issued: 2022
- Authors: McKenna, Sioux , de Bie G J
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/434487 , vital:73068 , ISBN 9780367518707 , https://www.routledge.com/Enhancing-Science-Education-Exploring-Knowledge-Practices-with-Legitimation/Blackie-Adendorff-Mouton/p/book/9780367518707#:~:text=The%20book%20introduces%20Legitimation%20Code,grasp%20difficult%20and%20dense%20concepts
- Description: This book helps meet an urgent need for theorized, accessible and discipline-sensitive publications to assist science, technology, engineering and mathematics educators. The book introduces Legitimation Code Theory (LCT) and demonstrates how it can be used to improve teaching and learning in tertiary courses across the sciences. LCT provides a suite of tools which science educators can employ in order to help their students grasp difficult and dense concepts. The chapters cover a broad range of subjects, including biology, physics, chemistry and mathematics, as well as different curriculum, pedagogy and assessment practices. This is a crucial resource for any science educator who wants to better understand and improve their teaching.
- Full Text:
- Date Issued: 2022
Neoliberalism’s conditioning effects on the university and the example of proctoring during COVID-19 and since
- Authors: McKenna, Sioux
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426929 , vital:72401 , xlink:href="https://doi.org/10.1080/14767430.2022.2100612"
- Description: Neoliberalism has shaped the academy in ways that constrain its potential as a public good. Neoliberalism is based on the assumption that, by submitting to the so-called neutral forces of the market, wealth can be created alongside the achievement of equality and efficiency. Although this assumption is demonstrably false, neoliberalism remains politically powerful. As an example, this article discusses how neoliberalism has enabled the rapid uptake of proctoring software during the covid pandemic and since. ‘Proctoring' is the online monitoring of students’ behaviour as they sit for exams. Many within the academy consider proctoring software to be dehumanizing – essentially legalized spyware. They argue that the software invades privacy and is inherently racist and ableist, amongst other things. It is hoped that by understanding how structural forces such as neoliberalism affect both our agency and university activities, frequently against the common good, strategies can be developed to change these structures.
- Full Text:
- Date Issued: 2022
- Authors: McKenna, Sioux
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426929 , vital:72401 , xlink:href="https://doi.org/10.1080/14767430.2022.2100612"
- Description: Neoliberalism has shaped the academy in ways that constrain its potential as a public good. Neoliberalism is based on the assumption that, by submitting to the so-called neutral forces of the market, wealth can be created alongside the achievement of equality and efficiency. Although this assumption is demonstrably false, neoliberalism remains politically powerful. As an example, this article discusses how neoliberalism has enabled the rapid uptake of proctoring software during the covid pandemic and since. ‘Proctoring' is the online monitoring of students’ behaviour as they sit for exams. Many within the academy consider proctoring software to be dehumanizing – essentially legalized spyware. They argue that the software invades privacy and is inherently racist and ableist, amongst other things. It is hoped that by understanding how structural forces such as neoliberalism affect both our agency and university activities, frequently against the common good, strategies can be developed to change these structures.
- Full Text:
- Date Issued: 2022
Plagiarism and the commodification of knowledge
- Authors: McKenna, Sioux
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426967 , vital:72404 , xlink:href="https://doi.org/10.1007/s10734-022-00926-5"
- Description: Universities have put in place various policies and punishments to manage plagiarism and it is an issue of signifcant interest. This article looks at how plagiarism is discussed in the 55 Higher Education articles between 1982 and June 2022 that make some reference to the term. Many of the articles focused on a police-catch-punish approach and imbued a strong moral charge to the issue. In contrast to such articles were those that presented citation as a complex academic practice that needs to be engaged with educationally. Our understandings of and responses to plagiarism emerge from a number of causal mechanisms but I argue that a key mechanism is the commodifcation of knowledge. Where knowledge is a product to be packaged, bought, and sold, then ownership and attribution become more important than engagement and personal meaning making. Instead of our obsession with a police-catch-punish approach to plagiarism, at a more micro-level, we should be inducting students into the many roles citations serve, and at a macro-level, we should be engaging in considerations of the purposes of a higher education and how we might better enable students to enjoy a transformative relationship to knowledge.
- Full Text:
- Date Issued: 2022
- Authors: McKenna, Sioux
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426967 , vital:72404 , xlink:href="https://doi.org/10.1007/s10734-022-00926-5"
- Description: Universities have put in place various policies and punishments to manage plagiarism and it is an issue of signifcant interest. This article looks at how plagiarism is discussed in the 55 Higher Education articles between 1982 and June 2022 that make some reference to the term. Many of the articles focused on a police-catch-punish approach and imbued a strong moral charge to the issue. In contrast to such articles were those that presented citation as a complex academic practice that needs to be engaged with educationally. Our understandings of and responses to plagiarism emerge from a number of causal mechanisms but I argue that a key mechanism is the commodifcation of knowledge. Where knowledge is a product to be packaged, bought, and sold, then ownership and attribution become more important than engagement and personal meaning making. Instead of our obsession with a police-catch-punish approach to plagiarism, at a more micro-level, we should be inducting students into the many roles citations serve, and at a macro-level, we should be engaging in considerations of the purposes of a higher education and how we might better enable students to enjoy a transformative relationship to knowledge.
- Full Text:
- Date Issued: 2022
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