Not there yet: knowledge building in educational development ten years on
- Authors: Boughey, Chrissie
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/426954 , vital:72403 , xlink:href="https://doi.org/10.1080/13562517.2022.2121158"
- Description: This paper responds to a question posed by [Shay, Suellen. 2012. “Educational Development as a Field: Are We There Yet?” Higher Education Research and Development 31 (3): 311–323. doii:10.1080/07294360.2011.631520] about the status of knowledge building in the field of Educational Development. In her paper, Shay critiques knowledge produced in the field arguing that it is ‘codified practice’ [Gamble, Jeanne. 2001. “Modelling the Invisible: The Pedagogy of Craft Apprenticeship.” Studies in Continuing Education 23 (2): 185–200. doii:10.1080/01580370120101957; Gamble, Jeanne. 2004. “Retrieving the General from the Particular: The Structure of Craft Knowledge.” In Reading Bernstein, Researching Bernstein, edited by J. Muller, B. Davies, and A. Morais, 189–203. Abingdon: Routledge; Gamble, Jeanne. 2006. “Theory and Practice in the Vocational Curriculum.” In Knowledge, Curriculum and Qualifications in South African Further Education, edited by M. Young and J. Gamble, 87–103. Pretoria: HSRC Press] rather than applied theory which could succeed in reconceptualising problems rather than simply trying to address them. This paper draws on a review of research produced in the field in recent years in South Africa to argue that, although some work does result in the reconceptualision of problems the higher education, it is limited in that (i) it has been produced by a relatively small group of practitioners located at a few universities and (ii) draws on theory developed in the Global North. The paper then proceeds to offer some tentative suggestions for the way future work aimed at knowledge building could proceed.
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- Date Issued: 2022
Argumentative and trustworthy scholars
- Authors: McKenna, Sioux , Boughey, Chrissie
- Date: 2014
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/187216 , vital:44580 , xlink:href="https://doi.org/10.1080/13562517.2014.934351"
- Description: Research-intensive universities, such as the Russell Group in the UK, the Ivy League Colleges in the USA and the Sandstone Universities in Australia, enjoy particular status in the higher education landscape. They are, however, also often associated with social elitism and selectivity, and this has led to critique as higher education systems seek to widen access. This article looks at how academic staff are discursively constructed in five such institutions in South Africa through an analysis of documentation submitted as part of a national review. Three interrelated discourses are identified: a discourse of ‘staff as scholars’ whereby research is privileged over teaching, a discourse of ‘academic argumentation’ whereby a critical disposition is valued and is called upon by academics to resist development initiatives and a discourse of ‘trust’ whereby it is assumed that academics share a value system and should thus be trusted to undertake quality teaching without interference.
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- Date Issued: 2014