Knowledge-building: educational studies in Legitimation Code Theory
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book review , text
- Identifier: http://hdl.handle.net/10962/61300 , vital:28013 , http://dx.doi.org/10.1080/14703297.2016.1231751
- Description: A challenge facing higher education researchers, especially those new to the craft of research, is that of moving between theory and data effectively in order to mediate research findings clearly to readers. For postgraduate students and academics publishing their research, working with data and designing effective and fit-for-purpose methodologies can be a challenge. Moreover, this is not necessarily an easy area for supervisors and research mentors to assist with. In addition to researchers, practitioners working in academic development also need ways of using research – either empirical or conceptual – to augment their work with lecturers to improve teaching and learning. There are many handbooks that detail the differences between qualitative, quantitative and mixed-methods research. There are many theoretical texts to choose from. But there are few texts that offer researchers and those mentoring researchers insight into how methodology and theory connect in research studies, as well as practical tools to navigate the chaos of research, bringing theory and data into conversation in relevant and problem-oriented ways that can influence practice effectively. Karl Maton, in his introduction to this edited collection, argues that in spite of many claims within educational and social research for the need to connect research with theory more effectively, ‘the two frequently remain divorced or, at best, not on speaking terms’ (p. 1). The central premise of the book flows from this: we need to move beyond calls for more theory-informed research into education and society towards generating ways of demonstrating enactments of research that bring theory and research together meaningfully. The need for the research we publish to make clear its theoretical and methodological underpinning and enactments is crucial for effecting sustainable and meaningful change in practice within the field. This text, located within the growing field of Legitimation Code Theory (LCT) research, within the broader field of sociology of education, takes a generous step in that direction. Building on Maton’s 2014 text, Knowledge and knowers. Towards a realist sociology of education, this text delves into how LCT concepts – particularly in the dimensions of Specialisation and Semantics – can be enacted within educational research and practice.
- Full Text: false
- Date Issued: 2016
- Authors: Clarence, Sherran
- Date: 2016
- Language: English
- Type: book review , text
- Identifier: http://hdl.handle.net/10962/61300 , vital:28013 , http://dx.doi.org/10.1080/14703297.2016.1231751
- Description: A challenge facing higher education researchers, especially those new to the craft of research, is that of moving between theory and data effectively in order to mediate research findings clearly to readers. For postgraduate students and academics publishing their research, working with data and designing effective and fit-for-purpose methodologies can be a challenge. Moreover, this is not necessarily an easy area for supervisors and research mentors to assist with. In addition to researchers, practitioners working in academic development also need ways of using research – either empirical or conceptual – to augment their work with lecturers to improve teaching and learning. There are many handbooks that detail the differences between qualitative, quantitative and mixed-methods research. There are many theoretical texts to choose from. But there are few texts that offer researchers and those mentoring researchers insight into how methodology and theory connect in research studies, as well as practical tools to navigate the chaos of research, bringing theory and data into conversation in relevant and problem-oriented ways that can influence practice effectively. Karl Maton, in his introduction to this edited collection, argues that in spite of many claims within educational and social research for the need to connect research with theory more effectively, ‘the two frequently remain divorced or, at best, not on speaking terms’ (p. 1). The central premise of the book flows from this: we need to move beyond calls for more theory-informed research into education and society towards generating ways of demonstrating enactments of research that bring theory and research together meaningfully. The need for the research we publish to make clear its theoretical and methodological underpinning and enactments is crucial for effecting sustainable and meaningful change in practice within the field. This text, located within the growing field of Legitimation Code Theory (LCT) research, within the broader field of sociology of education, takes a generous step in that direction. Building on Maton’s 2014 text, Knowledge and knowers. Towards a realist sociology of education, this text delves into how LCT concepts – particularly in the dimensions of Specialisation and Semantics – can be enacted within educational research and practice.
- Full Text: false
- Date Issued: 2016
Learning Zulu: a secret history of language in South Africa
- Authors: Wylie, Dan
- Date: 2017
- Language: English
- Type: book review , text
- Identifier: http://hdl.handle.net/10962/61255 , vital:27997 , https://www.ajol.info/index.php/tvl/article/view/160848
- Description: Taking a leaf from the book under review, I’ll start by injecting an autobiographical element. Much of what Sanders examines here echoes my own experience, after Zimbabwe’s independence, of heading to a remote mission school to teach for two years. Part of my purpose was to learn better Shona, the majority language from which I had been systematically discouraged by my colonial education. It was, in a way, a gesture of reparation, or addressing a nagging “white guilt”, or at least of assuaging a sense of fruitless loss and exclusion. I was nowhere near as successful in attaining fluency as Sanders seems have been in learning Zulu; and now that I live in the Eastern Cape, my efforts to learn Xhosa have been similarly patchy and faltering. One thing is evident throughout Sanders’s dense discussions: long-term, assiduous application and pe¬riods of total immersion are vital—and as he points out, few whites in South Africa have carved out the time and energy to do so, while willy-nilly expecting the black majority to learn their language. (An endnote does aver that, according to census figures, a surprising 16,000-plus whites, and a similar number of Indians, in KwaZulu-Natal, list Zulu as their first language.)
- Full Text:
- Date Issued: 2017
- Authors: Wylie, Dan
- Date: 2017
- Language: English
- Type: book review , text
- Identifier: http://hdl.handle.net/10962/61255 , vital:27997 , https://www.ajol.info/index.php/tvl/article/view/160848
- Description: Taking a leaf from the book under review, I’ll start by injecting an autobiographical element. Much of what Sanders examines here echoes my own experience, after Zimbabwe’s independence, of heading to a remote mission school to teach for two years. Part of my purpose was to learn better Shona, the majority language from which I had been systematically discouraged by my colonial education. It was, in a way, a gesture of reparation, or addressing a nagging “white guilt”, or at least of assuaging a sense of fruitless loss and exclusion. I was nowhere near as successful in attaining fluency as Sanders seems have been in learning Zulu; and now that I live in the Eastern Cape, my efforts to learn Xhosa have been similarly patchy and faltering. One thing is evident throughout Sanders’s dense discussions: long-term, assiduous application and pe¬riods of total immersion are vital—and as he points out, few whites in South Africa have carved out the time and energy to do so, while willy-nilly expecting the black majority to learn their language. (An endnote does aver that, according to census figures, a surprising 16,000-plus whites, and a similar number of Indians, in KwaZulu-Natal, list Zulu as their first language.)
- Full Text:
- Date Issued: 2017
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