LCT in mixed-methods research: evolving an instrument for quantitative data
- Maton, Karl, Howard, Sarah Katherine
- Authors: Maton, Karl , Howard, Sarah Katherine
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66479 , vital:28954
- Description: publisher version , A mantra of social science declares a fundamental divide between the quantitative and the qualitative that involves more than methods. According to this depiction, the two methodologies are intrinsically associated with a range of ontological, epistemological, political and moral stances. Each of these constellations of stances is strongly integrated, such that choice of method is held to involve a series of associated choices. Each constellation is also strongly opposed to the other, along axes labelled positivism/constructivism, scientism/humanism, conservative/critical, old/new, among others. These ‘binary constellations’ (Maton 2014b: 148-70) offer a forced choice between two tightly-knit sets of practices that are portrayed as jointly exhaustive and mutually exclusive. So widespread is this methodological binarism that many scholars ‘are left with the impression that they have to pledge allegiance to one research school of thought or the other’ (Johnson and Onwuegbuzie 2004: 14). A competing mantra disclaims this divide. Distinctions underpinning the picture of binary constellations have been regularly dissolved. Arguments that one deals with numbers, the other with words, one studies behaviour, the other reveals meanings, one is hypothetico-deductive, the other inductive, one enables generalization, the other explores singular depth, among others, have been repeatedly undermined (e.g. Hammersley 1992). Indeed, the death of the divide is frequently declared. Calls for ‘transcending’ (Salomon 1991) or ‘getting over’ (Howe 1992) the quantitative-qualitative debate and arguments for mixed-methods research (Brannen 2005; Johnson and Onwuegbuzie 2004) are recurrent. These calls highlight how the methodologies offer complementary insights for research and demonstrate that eschewing either methodology on principle is unnecessarily renouncing potential explanatory power. However, the call to mixed-methods research remains more breached than honoured. Methodological monotheism remains dominant – studies of education and society typically adopt either quantitative or qualitative methods. As we shall discuss, the former is typically associated with the influence of psychology and the latter is often claimed as emblematic of sociology. Studies utilizing the sociological frameworks on which Legitimation Code Theory (LCT) builds have echoed this pattern by overwhelmingly adopting qualitative methods. Accordingly, Part I of this volume begins by exploring how LCT concepts can be enacted in qualitative research (Chapter 2). However, LCT is not limited to one methodology and a growing body of mixed-methods research is engaging with both qualitative and quantitative data. In this chapter we illustrate how this research works and the gains it offers. For resolutely qualitative researchers, the prospect of reading anything quantitative, even in mixed-methods research, may be unenticing. However, it would be a mistake to pass over this chapter, for several reasons. First, we offer insights into research practice that might surprise such scholars. As Bourdieu argued, ‘methodological indictments are too often no more than a disguised way of making a virtue out of necessity, of feigning to dismiss, to ignore in an active way, what one is ignorant of in fact’ (Bourdieu and Wacquant 1992: 226). Our aim is to contribute towards removing this reason for one-sidedness. We show, for example, how quantitative methods confound their common portrayal as neat, straightforward and procedural; they are complex and involved and require craft work and judgement. Our focus is, therefore, more practical than metaphysical. We shall not enter seemingly endless debates over whether the ‘quantitative-qualitative divide’ refers to paradigms, epistemologies or methods and whether these are complementary or incommensurable. Rather, we discuss the development of an instrument for enacting LCT concepts in quantitative methods and ground this account in real examples of mixed-methods research. Specifically, we trace the evolution of an instrument for embedding specialization codes within questionnaires through its creation for research into school music and then its development within studies of educational technology. Given that mathematics can be off-putting to the noviciate, we minimize discussion of statistics and explain measures in lay terms. Second, this is much more than a story of quantitative methods. The evolution of the instrument both shaped qualitative methods and was shaped by the data they generated, offering insights into how qualitative research can more fully engage with LCT. Its development also involved intimate dialogue with theory that shed fresh light on LCT itself, making explicit the ‘gaze’ embodied by the framework (Chapter 1, this volume). We shall highlight wider lessons learned about the craft of enacting LCT in research, lessons of direct relevance for studies using any methods. Third, we shall illustrate the explanatory power offered by using quantitative and qualitative methods together, such as providing a robust basis for detailed findings, identifying wider-scale trends typically inaccessible to qualitative methods that provide a context for their data, and facilitating knowledge-building through greater replicability across contexts and over time. For example, the technology studies built directly on the music studies to cumulatively develop the instrument and generated probably the largest data set in code sociology: 97,386 responses (83,937 student and 13,449 staff surveys) on the organizing principles of academic subjects, alongside 20 in-depth qualitative case studies of secondary schools. This offers a foundation of substantial breadth and depth for making claims about knowledge practices across the disciplinary map and a firm basis on which future research into disciplinary differences can build. Moreover, the quantitative instrument itself can be adopted or adapted in new studies, further enabling cumulative knowledge-building. Given these substantive, methodological and theoretical gains, it is perhaps surprising there exists any temptation to skip past discussion of mixed-methods research. This reflects the methodological character of the fields in which LCT emerged. We thus begin by briefly illustrating how the sociological frameworks on which the theory builds have become distanced from quantitative methods.
- Full Text: false
- Date Issued: 2016
- Authors: Maton, Karl , Howard, Sarah Katherine
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66479 , vital:28954
- Description: publisher version , A mantra of social science declares a fundamental divide between the quantitative and the qualitative that involves more than methods. According to this depiction, the two methodologies are intrinsically associated with a range of ontological, epistemological, political and moral stances. Each of these constellations of stances is strongly integrated, such that choice of method is held to involve a series of associated choices. Each constellation is also strongly opposed to the other, along axes labelled positivism/constructivism, scientism/humanism, conservative/critical, old/new, among others. These ‘binary constellations’ (Maton 2014b: 148-70) offer a forced choice between two tightly-knit sets of practices that are portrayed as jointly exhaustive and mutually exclusive. So widespread is this methodological binarism that many scholars ‘are left with the impression that they have to pledge allegiance to one research school of thought or the other’ (Johnson and Onwuegbuzie 2004: 14). A competing mantra disclaims this divide. Distinctions underpinning the picture of binary constellations have been regularly dissolved. Arguments that one deals with numbers, the other with words, one studies behaviour, the other reveals meanings, one is hypothetico-deductive, the other inductive, one enables generalization, the other explores singular depth, among others, have been repeatedly undermined (e.g. Hammersley 1992). Indeed, the death of the divide is frequently declared. Calls for ‘transcending’ (Salomon 1991) or ‘getting over’ (Howe 1992) the quantitative-qualitative debate and arguments for mixed-methods research (Brannen 2005; Johnson and Onwuegbuzie 2004) are recurrent. These calls highlight how the methodologies offer complementary insights for research and demonstrate that eschewing either methodology on principle is unnecessarily renouncing potential explanatory power. However, the call to mixed-methods research remains more breached than honoured. Methodological monotheism remains dominant – studies of education and society typically adopt either quantitative or qualitative methods. As we shall discuss, the former is typically associated with the influence of psychology and the latter is often claimed as emblematic of sociology. Studies utilizing the sociological frameworks on which Legitimation Code Theory (LCT) builds have echoed this pattern by overwhelmingly adopting qualitative methods. Accordingly, Part I of this volume begins by exploring how LCT concepts can be enacted in qualitative research (Chapter 2). However, LCT is not limited to one methodology and a growing body of mixed-methods research is engaging with both qualitative and quantitative data. In this chapter we illustrate how this research works and the gains it offers. For resolutely qualitative researchers, the prospect of reading anything quantitative, even in mixed-methods research, may be unenticing. However, it would be a mistake to pass over this chapter, for several reasons. First, we offer insights into research practice that might surprise such scholars. As Bourdieu argued, ‘methodological indictments are too often no more than a disguised way of making a virtue out of necessity, of feigning to dismiss, to ignore in an active way, what one is ignorant of in fact’ (Bourdieu and Wacquant 1992: 226). Our aim is to contribute towards removing this reason for one-sidedness. We show, for example, how quantitative methods confound their common portrayal as neat, straightforward and procedural; they are complex and involved and require craft work and judgement. Our focus is, therefore, more practical than metaphysical. We shall not enter seemingly endless debates over whether the ‘quantitative-qualitative divide’ refers to paradigms, epistemologies or methods and whether these are complementary or incommensurable. Rather, we discuss the development of an instrument for enacting LCT concepts in quantitative methods and ground this account in real examples of mixed-methods research. Specifically, we trace the evolution of an instrument for embedding specialization codes within questionnaires through its creation for research into school music and then its development within studies of educational technology. Given that mathematics can be off-putting to the noviciate, we minimize discussion of statistics and explain measures in lay terms. Second, this is much more than a story of quantitative methods. The evolution of the instrument both shaped qualitative methods and was shaped by the data they generated, offering insights into how qualitative research can more fully engage with LCT. Its development also involved intimate dialogue with theory that shed fresh light on LCT itself, making explicit the ‘gaze’ embodied by the framework (Chapter 1, this volume). We shall highlight wider lessons learned about the craft of enacting LCT in research, lessons of direct relevance for studies using any methods. Third, we shall illustrate the explanatory power offered by using quantitative and qualitative methods together, such as providing a robust basis for detailed findings, identifying wider-scale trends typically inaccessible to qualitative methods that provide a context for their data, and facilitating knowledge-building through greater replicability across contexts and over time. For example, the technology studies built directly on the music studies to cumulatively develop the instrument and generated probably the largest data set in code sociology: 97,386 responses (83,937 student and 13,449 staff surveys) on the organizing principles of academic subjects, alongside 20 in-depth qualitative case studies of secondary schools. This offers a foundation of substantial breadth and depth for making claims about knowledge practices across the disciplinary map and a firm basis on which future research into disciplinary differences can build. Moreover, the quantitative instrument itself can be adopted or adapted in new studies, further enabling cumulative knowledge-building. Given these substantive, methodological and theoretical gains, it is perhaps surprising there exists any temptation to skip past discussion of mixed-methods research. This reflects the methodological character of the fields in which LCT emerged. We thus begin by briefly illustrating how the sociological frameworks on which the theory builds have become distanced from quantitative methods.
- Full Text: false
- Date Issued: 2016
“I slipped into the pages of a book”: intertextuality and literary solidarities in South African writing about London
- Authors: Thorpe, Andrea
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68402 , vital:29252 , https://doi.org/10.1080/17533171.2018.1482882
- Description: Publisher version , In this article, I argue that London plays a dual role in South African writing, as a “real” city at a particular moment in history, and as a textual, imaginative space. For many South African writers, London comes to stand metonymically for English culture and literature even if their attitude toward Englishness and Empire may be one of ambivalent critique. The intertexts invoked in South African representations of London forge literary solidarities, and foreground belated postcolonial engagements with modernity that are significantly displaced from the “margin” to the “center” of modernism (and Empire) itself.
- Full Text: false
- Date Issued: 2018
- Authors: Thorpe, Andrea
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68402 , vital:29252 , https://doi.org/10.1080/17533171.2018.1482882
- Description: Publisher version , In this article, I argue that London plays a dual role in South African writing, as a “real” city at a particular moment in history, and as a textual, imaginative space. For many South African writers, London comes to stand metonymically for English culture and literature even if their attitude toward Englishness and Empire may be one of ambivalent critique. The intertexts invoked in South African representations of London forge literary solidarities, and foreground belated postcolonial engagements with modernity that are significantly displaced from the “margin” to the “center” of modernism (and Empire) itself.
- Full Text: false
- Date Issued: 2018
The amaXhosa ukuthwala marriage custom in fact and fiction: a contemporary critique
- Kaschula, Russell H, Huisamen, Tim, Mostert, Andre, Nosilela, Bulelwa
- Authors: Kaschula, Russell H , Huisamen, Tim , Mostert, Andre , Nosilela, Bulelwa
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68344 , vital:29241 , https://doi.org/10.1080/02572117.2013.871454
- Description: publisher version , Ukuthwala is traditionally a marriage custom within the amaXhosa culture in South Africa which permits a ‘legal abduction’ of a bride-to-be. Similar customs of ‘bridal abduction’ exist, most notably in Kyrgyzstan, where it is known as ala kachuu. Research into these customs necessitates a more innovative approach to explore the impact of this social phenomenon. In this article the authors mobilise a fictional narrative to offer a backdrop for a comparative assessment of the impact of bridal ‘legal abduction’ and assess its contemporary status and role within a multicultural society which celebrates the rights of the individual while recognising the value and importance of maintaining cultural identity and traditions. Cultural dissonance has always been characteristic of modern and post-modern societies as they strive for a workable shared ethos. However, when customs such as ‘legal abduction’ (Mtuze, 1993:50) continue under the veil of cultural rights, the wider social sensibilities and perspectives can be at odds with the maintenance of such activities where these activities contradict the rights of the individual as enshrined for example in what can be seen as a liberal South African Constitution.
- Full Text: false
- Date Issued: 2013
- Authors: Kaschula, Russell H , Huisamen, Tim , Mostert, Andre , Nosilela, Bulelwa
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68344 , vital:29241 , https://doi.org/10.1080/02572117.2013.871454
- Description: publisher version , Ukuthwala is traditionally a marriage custom within the amaXhosa culture in South Africa which permits a ‘legal abduction’ of a bride-to-be. Similar customs of ‘bridal abduction’ exist, most notably in Kyrgyzstan, where it is known as ala kachuu. Research into these customs necessitates a more innovative approach to explore the impact of this social phenomenon. In this article the authors mobilise a fictional narrative to offer a backdrop for a comparative assessment of the impact of bridal ‘legal abduction’ and assess its contemporary status and role within a multicultural society which celebrates the rights of the individual while recognising the value and importance of maintaining cultural identity and traditions. Cultural dissonance has always been characteristic of modern and post-modern societies as they strive for a workable shared ethos. However, when customs such as ‘legal abduction’ (Mtuze, 1993:50) continue under the veil of cultural rights, the wider social sensibilities and perspectives can be at odds with the maintenance of such activities where these activities contradict the rights of the individual as enshrined for example in what can be seen as a liberal South African Constitution.
- Full Text: false
- Date Issued: 2013
Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?
- Quinn, Lynn, Vorster, Jo-Anne
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66546 , vital:28961 , https://doi.org/10.1080/1360144X.2013.879719
- Description: publisher version , There is no defined route to becoming an academic developer. The research on pathways into the field (e.g. Kensington-Miller, Brailsford, and Gossman, 2012; McDonald, 2010; McDonald and Stockley, 2008) shows that in most cases ‘serendipity and chance played a role’ (McDonald, 2010, p. 40). Moreover, induction into academic development (AD) is often ad hoc, haphazard, and informal. Due to the changing higher education (HE) context, the field has grown exponentially and in many countries now plays a central role in institutions. This has generated increased demand for knowledgeable and competent developers that are able to contribute towards solving some vexing problems in contemporary HE. Current recruitment and induction processes of new developers do not necessarily meet this demand. In light of the above, we pose the question: given the changing context of HE and the field of AD, is it not time for us to induct newcomers into the field more systematically? As Kensington-Miller et al. (2012) suggest, we should not leave the induction of the next generation of developers to chance. We suggest that one way of ensuring appropriate induction is through a formal course for developers. Difficulties for newcomers to the field are illustrated by Kensington-Miller et al. (2012) when they report seeking ‘top tips’ at a HERDSA conference. We do not dismiss informal learning at conferences or the role of mentoring, coaching, apprenticeship, and so on, in inducting developers, nor do we minimise the benefits of relatively structured processes such as fellowship programmes, workshops, and postgraduate qualifications in related fields. However, these ways of induction may not offer novices the structured and systematic developmental opportunities needed to become developers able to fulfil varied, complex, and sometimes contradictory roles.
- Full Text: false
- Date Issued: 2014
- Authors: Quinn, Lynn , Vorster, Jo-Anne
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66546 , vital:28961 , https://doi.org/10.1080/1360144X.2013.879719
- Description: publisher version , There is no defined route to becoming an academic developer. The research on pathways into the field (e.g. Kensington-Miller, Brailsford, and Gossman, 2012; McDonald, 2010; McDonald and Stockley, 2008) shows that in most cases ‘serendipity and chance played a role’ (McDonald, 2010, p. 40). Moreover, induction into academic development (AD) is often ad hoc, haphazard, and informal. Due to the changing higher education (HE) context, the field has grown exponentially and in many countries now plays a central role in institutions. This has generated increased demand for knowledgeable and competent developers that are able to contribute towards solving some vexing problems in contemporary HE. Current recruitment and induction processes of new developers do not necessarily meet this demand. In light of the above, we pose the question: given the changing context of HE and the field of AD, is it not time for us to induct newcomers into the field more systematically? As Kensington-Miller et al. (2012) suggest, we should not leave the induction of the next generation of developers to chance. We suggest that one way of ensuring appropriate induction is through a formal course for developers. Difficulties for newcomers to the field are illustrated by Kensington-Miller et al. (2012) when they report seeking ‘top tips’ at a HERDSA conference. We do not dismiss informal learning at conferences or the role of mentoring, coaching, apprenticeship, and so on, in inducting developers, nor do we minimise the benefits of relatively structured processes such as fellowship programmes, workshops, and postgraduate qualifications in related fields. However, these ways of induction may not offer novices the structured and systematic developmental opportunities needed to become developers able to fulfil varied, complex, and sometimes contradictory roles.
- Full Text: false
- Date Issued: 2014
Towards shaping the field: theorising the knowledge in a formal course for academic developers
- Vorster, Jo-Anne, Quinn, Lynn
- Authors: Vorster, Jo-Anne , Quinn, Lynn
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66578 , vital:28966 , https://doi.org/10.1080/07294360.2015.1070126
- Description: publisher version , In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers.
- Full Text: false
- Date Issued: 2015
- Authors: Vorster, Jo-Anne , Quinn, Lynn
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66578 , vital:28966 , https://doi.org/10.1080/07294360.2015.1070126
- Description: publisher version , In recent years there have been calls both for building the knowledge base of academic development (AD) and for systematic induction of newcomers to the field if AD is to advance as a professional and an academic field. Despite the importance and complexity of AD, induction of novice academic developers remains mostly informal and predominantly focuses on the practices of the field. We argue that more-experienced academic developers have an obligation to provide formal and systematic routes into the field and its knowledge base than is currently the case. One way of doing this is through offering a formal course for growing the next generation of academic developers. Such a course could equip newcomers with a more solid and shared knowledge base, thus contributing to shaping the epistemic spine of AD. In this paper, using Maton's Legitimation Code Theory, we offer an analysis of an existing course aimed at equipping novices with the theoretical and practical knowledge to enable them to solve some of the problems in higher education. From this analysis have emerged general principles that could inform the selection, sequencing and pacing of knowledge in a formal course for academic developers.
- Full Text: false
- Date Issued: 2015
The “Pleasure Streets” of exile: queer subjectivities and the body in Arthur Nortje’s London poems
- Authors: Thorpe, Andrea
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68432 , vital:29255 , https://doi.org/10.1080/02564718.2018.1447865
- Description: Publisher version , In this article, I aim to expand our understanding of Arthur Nortje as a poet of “exile” by exploring the dialectic between self-loathing and pleasure, as well as between engagement and isolation, which he portrays performatively through his London poetry. While critics have emphasised Nortje’s “marginality” or “liminality”, both as an “exile” and a “coloured” South African, I draw on the critical writing of Zoë Wicomb in order to extend readings of his poetry beyond this tragic paradigm. I furthermore take up Sarah Nuttall’s suggestion that Nortje’s London poetry describes a degree of immersion within the city and that this aspect of his work demands further study. After tracing Nortje’s playful use of literary influences and his reworking of the trope of flânerie, I provide a series of close readings of poems in which Nortje depicts an exploration of queer subjectivities, staged within the city. In his London poetry, Nortje subverts and eludes fixed racial, sexual, national and class identities. Nortje’s London poetry exemplifies how South African literature was developed in response to the alienating condition of exile, but also through engagement with the places where exile occurred.
- Full Text: false
- Date Issued: 2018
- Authors: Thorpe, Andrea
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68432 , vital:29255 , https://doi.org/10.1080/02564718.2018.1447865
- Description: Publisher version , In this article, I aim to expand our understanding of Arthur Nortje as a poet of “exile” by exploring the dialectic between self-loathing and pleasure, as well as between engagement and isolation, which he portrays performatively through his London poetry. While critics have emphasised Nortje’s “marginality” or “liminality”, both as an “exile” and a “coloured” South African, I draw on the critical writing of Zoë Wicomb in order to extend readings of his poetry beyond this tragic paradigm. I furthermore take up Sarah Nuttall’s suggestion that Nortje’s London poetry describes a degree of immersion within the city and that this aspect of his work demands further study. After tracing Nortje’s playful use of literary influences and his reworking of the trope of flânerie, I provide a series of close readings of poems in which Nortje depicts an exploration of queer subjectivities, staged within the city. In his London poetry, Nortje subverts and eludes fixed racial, sexual, national and class identities. Nortje’s London poetry exemplifies how South African literature was developed in response to the alienating condition of exile, but also through engagement with the places where exile occurred.
- Full Text: false
- Date Issued: 2018
Sex work from a feminist perspective: a visit to the Jordan case
- Authors: Krüger, Rósaan
- Date: 2004
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68877 , vital:29335 , https://doi.org/10.1080/19962126.2004.11864812
- Description: Publisher version , Introduction: Contributors to the prostitution/sex work debate, whether they condone, support or oppose criminalisation, legalisation or decriminalisation of prostitution, often rely on ‘facts’ to support their arguments. A common fact is that the majority of prostitutes/sex workers in the world and in South Africa are women. Thus, when I refer to prostitutes/sex workers, I refer to women working as prostitutes in the commercial sex industry. Furthermore, the fact that the majority of sex workers are women justifies considering prostitution from a feminist perspective – women’s voices on the subject should be heard. In this note I shall use the terms ‘prostitution’ and ‘sex work’ to refer to the exchange of sexual services for money. The former, more conventional term has a negative connotation, while the term ‘sex work’ denotes a movement away from casting a moral judgment towards recognition that sex work is just another job. References will be made to the associated activities of brothel-keeping and pimping, but the focus of this note is mainly on the provision of sexual services by the prostitute/ sex worker herself. Jordan v S is a Constitutional Court judgment in which the constitutional validity of the criminalisation of prostitution and its related activities were challenged. In order to analyse this judgment from a feminist perspective, I shall first briefly set out the current legal position on prostitution. Thereafter, I shall give an overview of Western feminist perspectives on prostitution and then link this perspective with African feminism. The last part of the note will be an analysis of the Jordan judgment in light of the feminist perspectives identified before.
- Full Text: false
- Date Issued: 2004
- Authors: Krüger, Rósaan
- Date: 2004
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68877 , vital:29335 , https://doi.org/10.1080/19962126.2004.11864812
- Description: Publisher version , Introduction: Contributors to the prostitution/sex work debate, whether they condone, support or oppose criminalisation, legalisation or decriminalisation of prostitution, often rely on ‘facts’ to support their arguments. A common fact is that the majority of prostitutes/sex workers in the world and in South Africa are women. Thus, when I refer to prostitutes/sex workers, I refer to women working as prostitutes in the commercial sex industry. Furthermore, the fact that the majority of sex workers are women justifies considering prostitution from a feminist perspective – women’s voices on the subject should be heard. In this note I shall use the terms ‘prostitution’ and ‘sex work’ to refer to the exchange of sexual services for money. The former, more conventional term has a negative connotation, while the term ‘sex work’ denotes a movement away from casting a moral judgment towards recognition that sex work is just another job. References will be made to the associated activities of brothel-keeping and pimping, but the focus of this note is mainly on the provision of sexual services by the prostitute/ sex worker herself. Jordan v S is a Constitutional Court judgment in which the constitutional validity of the criminalisation of prostitution and its related activities were challenged. In order to analyse this judgment from a feminist perspective, I shall first briefly set out the current legal position on prostitution. Thereafter, I shall give an overview of Western feminist perspectives on prostitution and then link this perspective with African feminism. The last part of the note will be an analysis of the Jordan judgment in light of the feminist perspectives identified before.
- Full Text: false
- Date Issued: 2004
The Guinea pigs of a problem-based learning curriculum
- Reddy, Sarasvathie, McKenna, Sioux
- Authors: Reddy, Sarasvathie , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66730 , vital:28987 , ISSN 1470-3300 , https://doi.org/10.1080/14703297.2014.959542
- Description: Publisher version , Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.
- Full Text: false
- Date Issued: 2016
- Authors: Reddy, Sarasvathie , McKenna, Sioux
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66730 , vital:28987 , ISSN 1470-3300 , https://doi.org/10.1080/14703297.2014.959542
- Description: Publisher version , Participants in a study on learning the clinical aspects of medicine in a problem-based learning (PBL) curriculum repeatedly referred to themselves as ‘Guinea pigs’ at the mercy of a curriculum experiment. This article interrogates and problematises the ‘Guinea pig’ identity ascribed to and assumed by the first cohort of students who undertook a PBL curriculum. The article suggests that a range of issues may have come into play in the unfortunate events reported on here, and focuses on the participants’ reported experiences of marginalisation during their clinical education modules in the hospital wards. The impact of power differentials on identity formation was found to be exacerbated by the ‘Guinea pig’ characterisation.
- Full Text: false
- Date Issued: 2016
Generic gold standard or contextualised public good? Teaching excellence awards in post-colonial South Africa
- Behari-Leak, Kasturi, McKenna, Sioux
- Authors: Behari-Leak, Kasturi , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66774 , vital:28992 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2017.1301910
- Description: Publisher version , Teaching Excellence Awards have raised the profile of teaching as a scholarly project. There are however a number of questions about what constitutes teaching excellence and how ‘excellence’ is understood in current higher education. In a post-colonial South Africa, where significant injustices permeate our society, we question whether excellence can be understood in a generic manner. Furthermore, we argue that as universities are a public good, teaching excellence needs to explicitly attend to the ways in which universities contribute to broad goals of transformation and inclusivity. We analysed data from the national Teaching Excellence Awards and 13 South African universities’ awards to interrogate the discourses that underpin ‘excellence’ in this context of social inequality. We found that while the awards have gone some way to enhancing the position of teaching in institutions, ‘excellence’ was largely articulated in fairly generic ways which failed to take into account the enablements and constraints of the discipline and the institution. Furthermore, the guidelines and criteria privilege a decontextualised notion of excellence that seeks a ‘gold standard’ and validates performativity, rather than a contextualised response to the needs of the students.
- Full Text: false
- Date Issued: 2017
- Authors: Behari-Leak, Kasturi , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66774 , vital:28992 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2017.1301910
- Description: Publisher version , Teaching Excellence Awards have raised the profile of teaching as a scholarly project. There are however a number of questions about what constitutes teaching excellence and how ‘excellence’ is understood in current higher education. In a post-colonial South Africa, where significant injustices permeate our society, we question whether excellence can be understood in a generic manner. Furthermore, we argue that as universities are a public good, teaching excellence needs to explicitly attend to the ways in which universities contribute to broad goals of transformation and inclusivity. We analysed data from the national Teaching Excellence Awards and 13 South African universities’ awards to interrogate the discourses that underpin ‘excellence’ in this context of social inequality. We found that while the awards have gone some way to enhancing the position of teaching in institutions, ‘excellence’ was largely articulated in fairly generic ways which failed to take into account the enablements and constraints of the discipline and the institution. Furthermore, the guidelines and criteria privilege a decontextualised notion of excellence that seeks a ‘gold standard’ and validates performativity, rather than a contextualised response to the needs of the students.
- Full Text: false
- Date Issued: 2017
Where angels fear to tread: online peer-assessment in a large first-year class
- Mostert, Markus, Snowball, Jeanette D
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68845 , vital:29330 , https://doi.org/10.1080/02602938.2012.683770
- Description: Publisher version , In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2013
- Authors: Mostert, Markus , Snowball, Jeanette D
- Date: 2013
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68845 , vital:29330 , https://doi.org/10.1080/02602938.2012.683770
- Description: Publisher version , In the context of widening participation, large classes and increased diversity, assessment of student learning is becoming increasingly problematic in that providing formative feedback aimed at developing student writing proves to be particularly laborious. Although the potential value of peer assessment has been well documented in the literature, the associated administrative burden, also in relation to managing anonymity and intellectual ownership, makes this option less attractive, particularly in large classes. A potential solution involves the use of information and communication technologies to automate the logistics associated with peer assessment in a time-efficient way. However, uptake of such systems in the higher education community is limited, and research in this area is only beginning. This case study reports on the use of the Moodle Workshop module for formative peer assessment of students’ individual work in a first-year introductory macro-economics class of over 800 students. Data were collected through an end-of-course evaluation survey of students. The study found that using the feature-rich Workshop module not only addressed many of the practical challenges associated with paper-based peer assessments, but also provided a range of additional options for enhancing validity and reliability of peer assessments that would not be possible with paper-based systems.
- Full Text: false
- Date Issued: 2013
LCT in qualitative research: creating a translation device for studying constructivist pedagogy
- Maton, Karl, Chen, Rainbow Tsai-Hung
- Authors: Maton, Karl , Chen, Rainbow Tsai-Hung
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66465 , vital:28952
- Description: publisher version , This chapter addresses how Legitimation Code Theory (LCT) can be used to overcome this divide in qualitative research. Specifically, we discuss how to develop an ‘external language of description’ or translation device between theory and data. We ground our discussion in the example of a major study that enacted the LCT concepts of specialization codes (Chapter 1, this volume) to explore how constructivist pedagogy shapes the educational experiences of students (Chen 2010). First, we elaborate on Bernstein’s notion of an ‘external language’ – its rationale, its role in research, and ways it has been interpreted – to clarify the nature of a ‘translation device’. Second, we introduce the study we use to exemplify how such a device can be evolved. Third, we analyse the evolving process of that study. There are few published examples of ‘external languages’; there is even less public discussion of how they can be developed. Publications typically reveal the products of research; here we reveal the process as well as the product, to make explicit part of the craft of LCT (Chapter 1, this volume). We analyse the study as an unfolding narrative, focusing on how relations between theory and data were negotiated in the development of an external language of description. Last, we introduce the resulting translation device, discuss how it enables dialogue between theory and data, and consider the nature of the process more generally. We should emphasize that this chapter is intended to be neither a definitive guide nor a template for enacting LCT. More widely, it aims neither to normatively define how theory and data should be related nor to restrict diversity in how this can be achieved. As we discuss, there are several interpretations of ‘external languages’, and, as other chapters in this volume illustrate, there are many ways of using LCT and developing translation devices. Rather, by focusing in detail on one study we hope to shed some illustrative light on how the framework can be used in qualitative research to generate explanatory power through fostering dialogue between theory and data.
- Full Text: false
- Date Issued: 2015
- Authors: Maton, Karl , Chen, Rainbow Tsai-Hung
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66465 , vital:28952
- Description: publisher version , This chapter addresses how Legitimation Code Theory (LCT) can be used to overcome this divide in qualitative research. Specifically, we discuss how to develop an ‘external language of description’ or translation device between theory and data. We ground our discussion in the example of a major study that enacted the LCT concepts of specialization codes (Chapter 1, this volume) to explore how constructivist pedagogy shapes the educational experiences of students (Chen 2010). First, we elaborate on Bernstein’s notion of an ‘external language’ – its rationale, its role in research, and ways it has been interpreted – to clarify the nature of a ‘translation device’. Second, we introduce the study we use to exemplify how such a device can be evolved. Third, we analyse the evolving process of that study. There are few published examples of ‘external languages’; there is even less public discussion of how they can be developed. Publications typically reveal the products of research; here we reveal the process as well as the product, to make explicit part of the craft of LCT (Chapter 1, this volume). We analyse the study as an unfolding narrative, focusing on how relations between theory and data were negotiated in the development of an external language of description. Last, we introduce the resulting translation device, discuss how it enables dialogue between theory and data, and consider the nature of the process more generally. We should emphasize that this chapter is intended to be neither a definitive guide nor a template for enacting LCT. More widely, it aims neither to normatively define how theory and data should be related nor to restrict diversity in how this can be achieved. As we discuss, there are several interpretations of ‘external languages’, and, as other chapters in this volume illustrate, there are many ways of using LCT and developing translation devices. Rather, by focusing in detail on one study we hope to shed some illustrative light on how the framework can be used in qualitative research to generate explanatory power through fostering dialogue between theory and data.
- Full Text: false
- Date Issued: 2015
‘I don’t belong nowhere really’: the figure of the London migrant in Dan Jacobson’s ‘A Long Way from London’ and Jean Rhys’s ‘Let Them Call It Jazz’
- Naidu, Samantha, Thorpe, Andrea
- Authors: Naidu, Samantha , Thorpe, Andrea
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68422 , vital:29254 , https://doi.org/10.1080/10131752.2018.1461477
- Description: Publisher version , In this article we compare and contrast the figure of the migrant, central to Dan Jacobson’s short story ‘A Long Way from London’ ([1953] 1958. A Long Way from London and other stories. London: Weidenfeld & Nicholson), and to Jean Rhys’s short story ‘Let Them Call It Jazz’ ([1962] 1987. The Collected Stories. New York: Norton), both of which are set in London in the early to mid-twentieth century. The main argument is that these figures, as migrants in London from South Africa and the Caribbean respectively, similarly occupy a liminal space despite stark differences in class, race and gender. In both stories this liminal space is described through evocations of London as a hostile diasporic space, lacking in hospitality, and experienced by the migrant figure as a place of confinement and incarceration. Also, both stories utilize the technique of silence or lacunae when it comes to issues of specific discrimination and abuse, such as racism or sexual exploitation. For the purposes of comparison, the character Manwera from ‘A Long Way from London’ and, Selina, the protagonist of ‘Let Them Call It Jazz’, are selected for analysis. Particularly, their respective responses (Manwera’s pride and dignity, and Selina’s recovery after a breakdown, and her musical talent) to the exigencies of migration are suggestive of ‘adaptive strength’ (Steve Vertovec and Robin Cohen [1999] 2001. Migration, Diasporas and Transnationalism. Cheltenham and Northampton MA: Elgar Reference Collection, xviii), a common feature in transnational literature which attempts to celebrate liminality and multiplicity as key characteristics of a transnational subjectivity. In addition, the protagonist of ‘A Long Way from London’, Arthur, offers a contrast to Manwera and Selina, not only because of race and class, but because he is depicted as having adapted to and assimilated into British culture, while being strangely detached from and ambivalent about both homeland and diasporic home. Varying forms of adaptive strength are portrayed in both stories, but they close with intimations of bleak futures for the migrant figures. The essay thus concludes with the observation that in these two stories, the figure of the London migrant is rendered as facing further grave challenges, and that all three figures ‘belong nowhere’ (Rhys [1962] 1987 Rhys, Jean. [1962] 1987. The Collected Stories. New York: Norton. [Google Scholar] , 175).
- Full Text: false
- Date Issued: 2018
- Authors: Naidu, Samantha , Thorpe, Andrea
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68422 , vital:29254 , https://doi.org/10.1080/10131752.2018.1461477
- Description: Publisher version , In this article we compare and contrast the figure of the migrant, central to Dan Jacobson’s short story ‘A Long Way from London’ ([1953] 1958. A Long Way from London and other stories. London: Weidenfeld & Nicholson), and to Jean Rhys’s short story ‘Let Them Call It Jazz’ ([1962] 1987. The Collected Stories. New York: Norton), both of which are set in London in the early to mid-twentieth century. The main argument is that these figures, as migrants in London from South Africa and the Caribbean respectively, similarly occupy a liminal space despite stark differences in class, race and gender. In both stories this liminal space is described through evocations of London as a hostile diasporic space, lacking in hospitality, and experienced by the migrant figure as a place of confinement and incarceration. Also, both stories utilize the technique of silence or lacunae when it comes to issues of specific discrimination and abuse, such as racism or sexual exploitation. For the purposes of comparison, the character Manwera from ‘A Long Way from London’ and, Selina, the protagonist of ‘Let Them Call It Jazz’, are selected for analysis. Particularly, their respective responses (Manwera’s pride and dignity, and Selina’s recovery after a breakdown, and her musical talent) to the exigencies of migration are suggestive of ‘adaptive strength’ (Steve Vertovec and Robin Cohen [1999] 2001. Migration, Diasporas and Transnationalism. Cheltenham and Northampton MA: Elgar Reference Collection, xviii), a common feature in transnational literature which attempts to celebrate liminality and multiplicity as key characteristics of a transnational subjectivity. In addition, the protagonist of ‘A Long Way from London’, Arthur, offers a contrast to Manwera and Selina, not only because of race and class, but because he is depicted as having adapted to and assimilated into British culture, while being strangely detached from and ambivalent about both homeland and diasporic home. Varying forms of adaptive strength are portrayed in both stories, but they close with intimations of bleak futures for the migrant figures. The essay thus concludes with the observation that in these two stories, the figure of the London migrant is rendered as facing further grave challenges, and that all three figures ‘belong nowhere’ (Rhys [1962] 1987 Rhys, Jean. [1962] 1987. The Collected Stories. New York: Norton. [Google Scholar] , 175).
- Full Text: false
- Date Issued: 2018
Teaching in higher education
- Authors: Quinn, Lynn
- Date: 2014
- Language: English
- Type: text , review
- Identifier: http://hdl.handle.net/10962/66557 , vital:28963 , https://doi.org/10.1080/1360144X.2014.908094
- Description: publisher version , As Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
- Full Text: false
- Date Issued: 2014
- Authors: Quinn, Lynn
- Date: 2014
- Language: English
- Type: text , review
- Identifier: http://hdl.handle.net/10962/66557 , vital:28963 , https://doi.org/10.1080/1360144X.2014.908094
- Description: publisher version , As Becker and Denicolo point out in their introduction, traditionally most lecturers in higher education begin teaching with little or no formal training: ‘It is assumed if you were expert in your field you would be able, by some ill-defined means, to teach others’ (p. 1). This book aims to remedy that situation and does exactly what it sets out to do: it provides a useful, step-by-step training guide for teachers in higher education. It provides much needed advice for new academics for ways in which they can successfully combine their teaching and their research roles. It is written in an accessible style, draws on the experiences of people who have taught in higher education for some time, and provides practical advice for teaching in a range of contexts and for dealing with different challenges that may arise.
- Full Text: false
- Date Issued: 2014
Student-generated content: an approach to harnessing the power of diversity in higher education
- Snowball, Jeanette D, McKenna, Sioux
- Authors: Snowball, Jeanette D , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66763 , vital:28991 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2016.1273205
- Description: Publisher version , Internationally, classes in higher education institutions are becoming larger and more diverse. Support for ‘non-traditional’ students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University.
- Full Text: false
- Date Issued: 2017
- Authors: Snowball, Jeanette D , McKenna, Sioux
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66763 , vital:28991 , ISSN 1470-1294 , https://doi.org/10.1080/13562517.2016.1273205
- Description: Publisher version , Internationally, classes in higher education institutions are becoming larger and more diverse. Support for ‘non-traditional’ students has often taken the form of additional remedial classes offered outside the main curriculum, which has met with limited success. Sociocultural theories of learning argue that the potential clash between the sociocultural context of disciplinary knowledge and the very different home contexts of many non-traditional students needs to be acknowledged. One way to achieve this is to use student-generated content, which allows teachers to bring student experiences and voices into the community of practice and acknowledges the importance of their prior experiences in knowledge production. Building on such sociocultural approaches to teaching and learning, this paper focuses on the use of student-generated podcasts as a means to harness the diversity of student experiences in a large (nearly 600 students) first-year Economics class at a South African University.
- Full Text: false
- Date Issued: 2017
Cultural values of natural resources among the San people neighbouring Kgalagadi Transfrontier Park, South Africa
- Thondhlana, Gladman, Shackleton, Sheona E
- Authors: Thondhlana, Gladman , Shackleton, Sheona E
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67699 , vital:29131 , https://doi.org/10.1080/13549839.2013.818950
- Description: Publisher version , Globally, cultural values of natural resources are increasingly recognised as important for local natural resource management and conservation in and beyond parks. The tendency has been to focus on the direct-use rather than the cultural values and importance of natural resources. The cultural values underlying natural resources (directly or indirectly used) and various natural resource-based activities, and the implications for conservation, remain little explored. Drawing from household surveys, in-depth qualitative interviews, observations and secondary data, we explore the cultural significance of natural resources and different land-use practices among the San people bordering Kgalagadi Transfrontier Park in South Africa. Our findings illustrate that though cultural values are inextricably linked to resource use, they are not recognised by all community members. Further, cultural values arise from a diverse and sometimes conflicting array of values that punctuate individuals' lifestyles. A better understanding of context-specific cultural settings and the linkages between the cultural and material dimensions of resource use can lead to the development of interventions that can ensure effective conservation of both natural resources and culture.
- Full Text: false
- Date Issued: 2015
- Authors: Thondhlana, Gladman , Shackleton, Sheona E
- Date: 2015
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/67699 , vital:29131 , https://doi.org/10.1080/13549839.2013.818950
- Description: Publisher version , Globally, cultural values of natural resources are increasingly recognised as important for local natural resource management and conservation in and beyond parks. The tendency has been to focus on the direct-use rather than the cultural values and importance of natural resources. The cultural values underlying natural resources (directly or indirectly used) and various natural resource-based activities, and the implications for conservation, remain little explored. Drawing from household surveys, in-depth qualitative interviews, observations and secondary data, we explore the cultural significance of natural resources and different land-use practices among the San people bordering Kgalagadi Transfrontier Park in South Africa. Our findings illustrate that though cultural values are inextricably linked to resource use, they are not recognised by all community members. Further, cultural values arise from a diverse and sometimes conflicting array of values that punctuate individuals' lifestyles. A better understanding of context-specific cultural settings and the linkages between the cultural and material dimensions of resource use can lead to the development of interventions that can ensure effective conservation of both natural resources and culture.
- Full Text: false
- Date Issued: 2015
Legal ethics education in South Africa: possibilities, challenges and opportunities
- Robertson, Michael, Kruuse, Helen
- Authors: Robertson, Michael , Kruuse, Helen
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68941 , vital:29341 , http://dx.doi.org/10.1080/02587203.2016.1210934
- Description: Publisher version , The South African legal profession has been subject to harsh criticism in the last few years, leading to what some have called ‘an ethical crisis.’ Although this perception may or may not be warranted, there have been numerous calls for improved ethical legal practices by South African lawyers. This article seeks to contribute to a discussion about the importance of implementing legal ethics education in South African law schools. The authors (a) explore the meaning of ‘ethical legal practice’ by reference to the international literature; (b) examine the way in which legal ethics has so far been presented in the limited South African literature on the topic; (c) argue the need for a more thorough and critical literature on South African lawyers’ ethics, coupled with a commitment to developing a stronger legal ethics culture within the profession and the legal academia; and (d) suggest a possible approach for South African legal ethics education in the future, with reference to recent developments in other countries.
- Full Text: false
- Date Issued: 2016
- Authors: Robertson, Michael , Kruuse, Helen
- Date: 2016
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68941 , vital:29341 , http://dx.doi.org/10.1080/02587203.2016.1210934
- Description: Publisher version , The South African legal profession has been subject to harsh criticism in the last few years, leading to what some have called ‘an ethical crisis.’ Although this perception may or may not be warranted, there have been numerous calls for improved ethical legal practices by South African lawyers. This article seeks to contribute to a discussion about the importance of implementing legal ethics education in South African law schools. The authors (a) explore the meaning of ‘ethical legal practice’ by reference to the international literature; (b) examine the way in which legal ethics has so far been presented in the limited South African literature on the topic; (c) argue the need for a more thorough and critical literature on South African lawyers’ ethics, coupled with a commitment to developing a stronger legal ethics culture within the profession and the legal academia; and (d) suggest a possible approach for South African legal ethics education in the future, with reference to recent developments in other countries.
- Full Text: false
- Date Issued: 2016
LCT and systemic functional linguistics: Enacting complimentary theories for explanatory power
- Maton, Karl, Martin, James R, Matruglio, Erika S
- Authors: Maton, Karl , Martin, James R , Matruglio, Erika S
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66491 , vital:28955
- Description: publisher version , Interdisciplinarity is the future. Such is the thrust of pronouncements repeatedly heard across the social sciences and humanities. Interdisciplinarity is often equated with intellectually and socially progressive stances and greater responsiveness to business and workplace needs. Yet such axiological and economic benefits are more often assumed or proclaimed than evidenced or demonstrated (Moore 2011). Moreover,what is declared to be 'interdisciplinary' often comprises the appropriation by literary or philosophical discourses of ideas from other fields rather than genuinely interdisciplinary dialogue. Nonetheless,to highlight the vacuity of much written in its name is not to dismiss the potential of interdisciplinarity itself. There are serious ontological and epistemological arguments for bringing disciplines together in substantive research (Bhaskar and Danermark 2006). Simply put,the social world comprises more than the phenomena addressed by any one discipline. Education,for example,involves at least knowledges, knowers, knowing, and the known, implicating insights from, among others,sociology,linguistics,psychology,and philosophy (Maton 2014b: 212-13). This is not to suggest a single study must encompass the disciplinary map in order to recreate reality in its entirety, Rather,it highlights that drawing on more than one disciplinary approach may offer greater explanatory power when exploring a specific problem-situation.
- Full Text: false
- Date Issued: 2016
- Authors: Maton, Karl , Martin, James R , Matruglio, Erika S
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66491 , vital:28955
- Description: publisher version , Interdisciplinarity is the future. Such is the thrust of pronouncements repeatedly heard across the social sciences and humanities. Interdisciplinarity is often equated with intellectually and socially progressive stances and greater responsiveness to business and workplace needs. Yet such axiological and economic benefits are more often assumed or proclaimed than evidenced or demonstrated (Moore 2011). Moreover,what is declared to be 'interdisciplinary' often comprises the appropriation by literary or philosophical discourses of ideas from other fields rather than genuinely interdisciplinary dialogue. Nonetheless,to highlight the vacuity of much written in its name is not to dismiss the potential of interdisciplinarity itself. There are serious ontological and epistemological arguments for bringing disciplines together in substantive research (Bhaskar and Danermark 2006). Simply put,the social world comprises more than the phenomena addressed by any one discipline. Education,for example,involves at least knowledges, knowers, knowing, and the known, implicating insights from, among others,sociology,linguistics,psychology,and philosophy (Maton 2014b: 212-13). This is not to suggest a single study must encompass the disciplinary map in order to recreate reality in its entirety, Rather,it highlights that drawing on more than one disciplinary approach may offer greater explanatory power when exploring a specific problem-situation.
- Full Text: false
- Date Issued: 2016
Legitimation code: building knowledge about knowledge-building
- Authors: Maton, Karl
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66444 , vital:28950
- Description: publisher version , Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or 'LCT' extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by:-enabling dialogue between theory and data in qualitative research-bringing together quantitative and qualitative methodologies in mixed-methods research-relating theory and practice in praxis-conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing:-diverse subject areas, including physics, English, cultural studies, music, and design-educational sites: schooling, vocational education, and higher education-practices of research, curriculum, pedagogy and assessment-both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics.
- Full Text: false
- Date Issued: 2015
- Authors: Maton, Karl
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66444 , vital:28950
- Description: publisher version , Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or 'LCT' extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by:-enabling dialogue between theory and data in qualitative research-bringing together quantitative and qualitative methodologies in mixed-methods research-relating theory and practice in praxis-conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing:-diverse subject areas, including physics, English, cultural studies, music, and design-educational sites: schooling, vocational education, and higher education-practices of research, curriculum, pedagogy and assessment-both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics.
- Full Text: false
- Date Issued: 2015
Regulatory incoherence and economic potential of freshwater recreational fisheries: the trout triangle in South Africa
- Marire, Juniours, Snowball, Jeanette D, Fraser, Gavin C G
- Authors: Marire, Juniours , Snowball, Jeanette D , Fraser, Gavin C G
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68621 , vital:29295 , https://www.tandfonline.com/doi/abs/10.2753/JEI0021-3624480406
- Description: Publisher version , We apply John R. Commons’s negotiational psychology, specifically his principle of sovereignty, to the development of a discordant regulatory culture and its likely impact on the economic potential of recreational fishing. Using South African environmental judicial precedents and other documentation, we formulate six plausible hypotheses. We argue that regulatory incoherence, entitlement insecurity, corporate-dominated social valuation, strategic power coalitions, lack of procedural fairness, and the extent of judicial enforcement of environmental rights help explain the economic potential and isolation of the freshwater recreational fisheries sector. We find a consistent pattern of extraction and monopolization of sovereign power by the Department of Mineral Resources from propertied parties. Thus, regulatory domination is a major mechanism affecting the economic potential of recreational fisheries in the Trout Triangle. While Commons postulated that private property is a sufficient condition for participation in the determination and use of sovereign power, we argue that private/public property is only a necessary condition. The conjunctive sufficient condition is the existence of both regulatory coherence between spheres of government and property.
- Full Text: false
- Date Issued: 2014
- Authors: Marire, Juniours , Snowball, Jeanette D , Fraser, Gavin C G
- Date: 2014
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/68621 , vital:29295 , https://www.tandfonline.com/doi/abs/10.2753/JEI0021-3624480406
- Description: Publisher version , We apply John R. Commons’s negotiational psychology, specifically his principle of sovereignty, to the development of a discordant regulatory culture and its likely impact on the economic potential of recreational fishing. Using South African environmental judicial precedents and other documentation, we formulate six plausible hypotheses. We argue that regulatory incoherence, entitlement insecurity, corporate-dominated social valuation, strategic power coalitions, lack of procedural fairness, and the extent of judicial enforcement of environmental rights help explain the economic potential and isolation of the freshwater recreational fisheries sector. We find a consistent pattern of extraction and monopolization of sovereign power by the Department of Mineral Resources from propertied parties. Thus, regulatory domination is a major mechanism affecting the economic potential of recreational fisheries in the Trout Triangle. While Commons postulated that private property is a sufficient condition for participation in the determination and use of sovereign power, we argue that private/public property is only a necessary condition. The conjunctive sufficient condition is the existence of both regulatory coherence between spheres of government and property.
- Full Text: false
- Date Issued: 2014
From contradictions to complementarities: a social realist analysis of the evolution of academic development within a department
- Case, Jennifer M, Heydenrych, Hilton, Kotta, Linda, Marshall, Delia, McKenna, Sioux, Willliams, Kevin
- Authors: Case, Jennifer M , Heydenrych, Hilton , Kotta, Linda , Marshall, Delia , McKenna, Sioux , Willliams, Kevin
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66752 , vital:28990 , ISSN 1470-1294 , https://doi.org/10.1080/03075079.2015.1045479
- Description: Publisher version , Academic development is a recent project in the university, intended to enable the university to respond to the needs of a more diverse student body. In South Africa, such work arose during late apartheid, and has now moved to a more central institutional position advocating responsiveness in the light of the educational disparities that are the legacy of apartheid. The present study uses a social realist perspective to analyse the 25-year evolution of an academic development project within an engineering department at a South African university. The findings show that while academic development initially posed a contradictory logic to the department, the response was to reform the nature of this project into one that suited the other commitments of the department: a logic of complementarity. The department's relationships with industry were shown to have played a key role in fostering this form of change.
- Full Text: false
- Date Issued: 2017
- Authors: Case, Jennifer M , Heydenrych, Hilton , Kotta, Linda , Marshall, Delia , McKenna, Sioux , Willliams, Kevin
- Date: 2017
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/66752 , vital:28990 , ISSN 1470-1294 , https://doi.org/10.1080/03075079.2015.1045479
- Description: Publisher version , Academic development is a recent project in the university, intended to enable the university to respond to the needs of a more diverse student body. In South Africa, such work arose during late apartheid, and has now moved to a more central institutional position advocating responsiveness in the light of the educational disparities that are the legacy of apartheid. The present study uses a social realist perspective to analyse the 25-year evolution of an academic development project within an engineering department at a South African university. The findings show that while academic development initially posed a contradictory logic to the department, the response was to reform the nature of this project into one that suited the other commitments of the department: a logic of complementarity. The department's relationships with industry were shown to have played a key role in fostering this form of change.
- Full Text: false
- Date Issued: 2017