Two articles focusing on participatory approaches
- Authors: Biggs, Stephen D
- Date: 1995
- Subjects: Agricultural innovations , Rural development -- Evaluation , Agricultural extension work -- Research , Agriculture -- Technology transfer -- Evaluation , Agricultural extension work -- Evaluation
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/75076 , vital:30371 , 10250468
- Description: In recent years there has been a growing literature that advocates various forms of participatory development. This is illustrated by the promotion of approaches/tools such as participatory rural appraisal (PRA), participatory technology development (PTD), and participatory process projects 1 These "new" approaches are fast taking on the form of a new generalised orthodoxy for solving development problems. It would seem from the perspective of some of the promoters of this orthodoxy that the problem of development is no longer one of not having the right approaches and methods, but one of getting recalcitrant policy makers, bureaucrats, academics to appreciate and adopt these new methods and techniques. My concerns with this new advocacy are that: i It does not relate to experience; ii It does not address issues of power structure and control over information and other resources in multiple and complex arenas of science and technology (S&T); iii By placing major emphasis on management approaches and tools, the new orthodoxy is cutting itself off from a critical reflective understanding of the deeper determinants of technical and social change. Unfortunately, I suspect that if this new orthodoxy does not develop a more critical reflective view of itself then, like previous dominant orthodoxies, it will soon have to develop a range of "escape hatches" to explain why these participatory approaches are not giving the results that their advocates promise. , AVOCADO series; v 06/95
- Full Text:
- Date Issued: 1995
- Authors: Biggs, Stephen D
- Date: 1995
- Subjects: Agricultural innovations , Rural development -- Evaluation , Agricultural extension work -- Research , Agriculture -- Technology transfer -- Evaluation , Agricultural extension work -- Evaluation
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/75076 , vital:30371 , 10250468
- Description: In recent years there has been a growing literature that advocates various forms of participatory development. This is illustrated by the promotion of approaches/tools such as participatory rural appraisal (PRA), participatory technology development (PTD), and participatory process projects 1 These "new" approaches are fast taking on the form of a new generalised orthodoxy for solving development problems. It would seem from the perspective of some of the promoters of this orthodoxy that the problem of development is no longer one of not having the right approaches and methods, but one of getting recalcitrant policy makers, bureaucrats, academics to appreciate and adopt these new methods and techniques. My concerns with this new advocacy are that: i It does not relate to experience; ii It does not address issues of power structure and control over information and other resources in multiple and complex arenas of science and technology (S&T); iii By placing major emphasis on management approaches and tools, the new orthodoxy is cutting itself off from a critical reflective understanding of the deeper determinants of technical and social change. Unfortunately, I suspect that if this new orthodoxy does not develop a more critical reflective view of itself then, like previous dominant orthodoxies, it will soon have to develop a range of "escape hatches" to explain why these participatory approaches are not giving the results that their advocates promise. , AVOCADO series; v 06/95
- Full Text:
- Date Issued: 1995
Running with the jackals: Antjie Krog the journalist
- Authors: Garman, Anthea
- Date: 2014
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/159813 , vital:40346 , ISBN 9781869142537
- Description: Antjie Krog: An Ethics of Body and Otherness brings together critical responses to the fascinating life's work of one of South Africa's most prominent writers and public figures. As the writer of the Truth and Reconciliation Commission chronicle, Country of My Skull (1998), other works of creative non-fiction, Afrikaans poetry, translations, and journalism, Antjie Krog has, over a career spanning four decades, produced an important body of work informed by her no-holds-barred openness, acute self-awareness, and social engagement. As a public figure, she is both a dissident who provocatively challenges norms and a mediator between cultures. In this book, scholars from a range of disciplines explore the many facets of Antjie Krog's work. The book's essays focus on identity, race, gender, apartheid, trauma, and transformation. There is also a thought-provoking interview with Krog on translation. This book will be of interest to scholars of postcolonial literature, politics, South African literature, as well as media and translation studies.
- Full Text:
- Date Issued: 2014
- Authors: Garman, Anthea
- Date: 2014
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/159813 , vital:40346 , ISBN 9781869142537
- Description: Antjie Krog: An Ethics of Body and Otherness brings together critical responses to the fascinating life's work of one of South Africa's most prominent writers and public figures. As the writer of the Truth and Reconciliation Commission chronicle, Country of My Skull (1998), other works of creative non-fiction, Afrikaans poetry, translations, and journalism, Antjie Krog has, over a career spanning four decades, produced an important body of work informed by her no-holds-barred openness, acute self-awareness, and social engagement. As a public figure, she is both a dissident who provocatively challenges norms and a mediator between cultures. In this book, scholars from a range of disciplines explore the many facets of Antjie Krog's work. The book's essays focus on identity, race, gender, apartheid, trauma, and transformation. There is also a thought-provoking interview with Krog on translation. This book will be of interest to scholars of postcolonial literature, politics, South African literature, as well as media and translation studies.
- Full Text:
- Date Issued: 2014
Changing practices, changing values?: a Bernsteinian analysis of knowledge production and knowledge exchange in two UK universities
- Little, Brenda, Abbas, Andrea, Singh, Mala
- Authors: Little, Brenda , Abbas, Andrea , Singh, Mala
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66934 , vital:29002 , https://doi.org/10.1007/978-94-017-7369-0_8
- Description: publisher version , Bernstein’s concept of classification and framing links notions of knowledge, democracy and social justice, providing a perspective from which to address critical questions of what knowledge is produced, who has access to it, and how knowledge is distributed. Bernstein’s conceptual framework is used to inform an analysis of national policies steering knowledge production and knowledge transfer in the UK, and the changing practices and values associated with knowledge production and knowledge transfer in two UK institutional case study universities. The analysis reveals how reputational and financial consequences of the formal assessment of research quality interacts with the institutional and disciplinary contexts of research units to differently shape what knowledge is valued and produced, and with whom it is shared. Five discursive areas, each involving a complex set of classifications (power) and framings (control) are identified, namely: the national research assessment framework; the economic value of research; discourses of social and academic values; academic freedoms; and mixed-discipline research and the interdisciplinary nature of real world problems. Though competing and sometimes contradictory values seem to underlie academics’ knowledge work, it seems that the strong framing for knowledge production and knowledge exchange provided by national policies steers staff efforts towards economised codes of knowledge. The conclusion suggests that such a strong steer does not value social transformation in all its diverse non-economistic dimensions and limits universities’ potential to transform societies to further social justice.
- Full Text: false
- Date Issued: 2016
- Authors: Little, Brenda , Abbas, Andrea , Singh, Mala
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66934 , vital:29002 , https://doi.org/10.1007/978-94-017-7369-0_8
- Description: publisher version , Bernstein’s concept of classification and framing links notions of knowledge, democracy and social justice, providing a perspective from which to address critical questions of what knowledge is produced, who has access to it, and how knowledge is distributed. Bernstein’s conceptual framework is used to inform an analysis of national policies steering knowledge production and knowledge transfer in the UK, and the changing practices and values associated with knowledge production and knowledge transfer in two UK institutional case study universities. The analysis reveals how reputational and financial consequences of the formal assessment of research quality interacts with the institutional and disciplinary contexts of research units to differently shape what knowledge is valued and produced, and with whom it is shared. Five discursive areas, each involving a complex set of classifications (power) and framings (control) are identified, namely: the national research assessment framework; the economic value of research; discourses of social and academic values; academic freedoms; and mixed-discipline research and the interdisciplinary nature of real world problems. Though competing and sometimes contradictory values seem to underlie academics’ knowledge work, it seems that the strong framing for knowledge production and knowledge exchange provided by national policies steers staff efforts towards economised codes of knowledge. The conclusion suggests that such a strong steer does not value social transformation in all its diverse non-economistic dimensions and limits universities’ potential to transform societies to further social justice.
- Full Text: false
- Date Issued: 2016
The countercultural university:
- Authors: Tabensky, Pedro
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142133 , vital:38052 , ISBN 9781869142902 , https://books.google.co.za/books?id=49o8rgEACAAJanddq=Being+at+home:+Race,+institutional+culture+and+transformation+at+South+African+higher+education+institutionandhl=enandsa=Xandved=0ahUKEwiPgsa6mpjjAhXNN8AKHbNwAtoQ6AEIKDAA
- Description: This edited work has gathered together contributions on how to transform universities in South Africa; as many are struggling to shift their institutional culture. In a South African context, transformation means to attempt to change higher education institutions such that they no longer reflect the values promoted by apartheid but rather reflect the values embodied in South Africa's 1996 Constitution. Institutional culture is the main subject for discussion in this book. In order to transform South Africa's universities, the contributors begin by analyzing the idea of what a university is, and relatedly, what its ideal aims are. A second theme is to understand what institutional culture is and how it functions. Moreover, transformation cannot occur without transforming the broader cultures of which they are a part. Related to this theme is a general concern about how contemporary moves towards the instrumentalization of higher education affect the ability to transform institutions. These institutions are being pushed to conform to goals that are outside the traditional idea of a university, such as concerns that universities are being 'bureaucratized' and becoming corporations, instead of a place of learning open to all. In conclusion it can be said that the contemporary South African academic community has an opportunity to recreate itself as the end of apartheid created space for engaging in transformative epistemic projects. The transformation of the tertiary sector entails a transformation of institutional cultures.
- Full Text:
- Date Issued: 2015
- Authors: Tabensky, Pedro
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142133 , vital:38052 , ISBN 9781869142902 , https://books.google.co.za/books?id=49o8rgEACAAJanddq=Being+at+home:+Race,+institutional+culture+and+transformation+at+South+African+higher+education+institutionandhl=enandsa=Xandved=0ahUKEwiPgsa6mpjjAhXNN8AKHbNwAtoQ6AEIKDAA
- Description: This edited work has gathered together contributions on how to transform universities in South Africa; as many are struggling to shift their institutional culture. In a South African context, transformation means to attempt to change higher education institutions such that they no longer reflect the values promoted by apartheid but rather reflect the values embodied in South Africa's 1996 Constitution. Institutional culture is the main subject for discussion in this book. In order to transform South Africa's universities, the contributors begin by analyzing the idea of what a university is, and relatedly, what its ideal aims are. A second theme is to understand what institutional culture is and how it functions. Moreover, transformation cannot occur without transforming the broader cultures of which they are a part. Related to this theme is a general concern about how contemporary moves towards the instrumentalization of higher education affect the ability to transform institutions. These institutions are being pushed to conform to goals that are outside the traditional idea of a university, such as concerns that universities are being 'bureaucratized' and becoming corporations, instead of a place of learning open to all. In conclusion it can be said that the contemporary South African academic community has an opportunity to recreate itself as the end of apartheid created space for engaging in transformative epistemic projects. The transformation of the tertiary sector entails a transformation of institutional cultures.
- Full Text:
- Date Issued: 2015
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