From affirmative to transformative approaches to academic development

- McKenna, Sioux, Hlengwa, Amanda, Quinn, Lynn, Vorster, Jo-Anne E

Title
From affirmative to transformative approaches to academic development
Creator
McKenna, Sioux
Creator
Hlengwa, Amanda
Creator
Quinn, Lynn
Creator
Vorster, Jo-Anne E
Subject
To be catalogued
Date Issued
2022
Date
2022
Type
text
Type
article
Identifier
http://hdl.handle.net/10962/426651
Identifier
vital:72375
Identifier
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.
Format
computer
Format
online resource
Format
application/pdf
Format
1 online resource (14 pages)
Format
pdf
Publisher
Taylor and Francis
Language
English
Relation
Teaching in Higher Education
Relation
McKenna, S., Hlengwa, A., Quinn, L. and Vorster, J.A., 2022. From affirmative to transformative approaches to academic development. Teaching in Higher Education, 27(8), pp.1005-1017
Relation
Teaching in Higher Education volume 27 number 8 p. 209 2022 1470-1294
Rights
Publisher
Rights
Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
Rights
Closed Access
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Hlengwa, Amanda (Dr)
McKenna, Sioux (Prof)
Vorster, Jo-Anne Elizabeth (Prof)
Quinn, Lynn (Prof)
RU Centre for Higher Education Research, Teaching and Learning (CHERTL)
SDG 04. Quality Education
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