Alzheimer’s disease: making sense of the stress
- Authors: Whiteley, Chris G
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/67072 , vital:29029 , http://www.smgebooks.com/alzheimers-disease/chapters/ALZD-16-08.pdf
- Description: publisher version , To facilitate a deep understanding of the mechanisms involved in neurodegeneration and Alzheimer’s disease fundamental knowledge is required about the action and function of enzymes in the brain that not only metabolise arginine (neuronal nitric oxide synthase) but are closely associated with oxidative (superoxide dismutase; catalase; glutathione peroxidase) and/or nitrosative stress. In particular the focus extends towards enzymes that contribute to amyloid peptide aggregation and senile plaquedeposits (fibrillogenesis). Of special importance are the glycine zipper regions within these amyloid peptides, especially Aβ25-29 and Aβ29-33 (that contains two isoleucine residues) and the pentapeptide Aβ17-21 (that contains two phenylalanines), each generated by enzymatic cleavage of the intramembrane amyloid precursor protein. Use of antisense-sense technology has identified regions in each enzyme that are capable of binding with the amyloid peptides. After an initial inhibition of each enzyme there is an oligomerisation into soluble fibrils which accumulate and eventually precipitate. The use of nanoparticles do not just prevent but reverse the formation of these fibrils either by disrupting the binary adduct – enzyme-Aβ-peptide- or by reaction with, and therefore deplete, Aβ-monomers in solution and so block potential aggregation sites on the enzyme itself. Future therapy towards Alzheimer’s disease should target the C-terminal region of the amyloid precursor protein and substitute hydrophobic residues for the glycine amino acids within the glycine zipper region.
- Full Text:
- Date Issued: 2016
- Authors: Whiteley, Chris G
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/67072 , vital:29029 , http://www.smgebooks.com/alzheimers-disease/chapters/ALZD-16-08.pdf
- Description: publisher version , To facilitate a deep understanding of the mechanisms involved in neurodegeneration and Alzheimer’s disease fundamental knowledge is required about the action and function of enzymes in the brain that not only metabolise arginine (neuronal nitric oxide synthase) but are closely associated with oxidative (superoxide dismutase; catalase; glutathione peroxidase) and/or nitrosative stress. In particular the focus extends towards enzymes that contribute to amyloid peptide aggregation and senile plaquedeposits (fibrillogenesis). Of special importance are the glycine zipper regions within these amyloid peptides, especially Aβ25-29 and Aβ29-33 (that contains two isoleucine residues) and the pentapeptide Aβ17-21 (that contains two phenylalanines), each generated by enzymatic cleavage of the intramembrane amyloid precursor protein. Use of antisense-sense technology has identified regions in each enzyme that are capable of binding with the amyloid peptides. After an initial inhibition of each enzyme there is an oligomerisation into soluble fibrils which accumulate and eventually precipitate. The use of nanoparticles do not just prevent but reverse the formation of these fibrils either by disrupting the binary adduct – enzyme-Aβ-peptide- or by reaction with, and therefore deplete, Aβ-monomers in solution and so block potential aggregation sites on the enzyme itself. Future therapy towards Alzheimer’s disease should target the C-terminal region of the amyloid precursor protein and substitute hydrophobic residues for the glycine amino acids within the glycine zipper region.
- Full Text:
- Date Issued: 2016
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
Geospatial technologies and indigenous Knowledge Systems:
- Authors: Aswani, Shankar
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145448 , vital:38439 , ISBN 9781315181523 , https://www.taylorfrancis.com/books/e/9781315181523/chapters/10.1201/9781315181523-18
- Description: During the twentieth and twenty-first centuries, pressure on coastal ecosystems has amplified and resulted in the widespread degradation of adjacent marine and terrestrial habitats globally (Burke et al., 2001). The ecosystem services provided by coastal habitats, including coastal protection and food procurement, have been heavily compromised by anthropogenic disturbance such as overfishing, pollution, sedimentation and alteration of coastal vegetation (Costanza et al., 1997; Agardy et al., 2009). In the context of small islands, this continued degradation in tandem with the ongoing effects of climate change is putting the livelihoods of coastal peoples at risk (e.g. Bell et al., 2009). While international efforts at curtailing these negative trends are ongoing, many researchers are working directly with coastal local/ indigenous communities to seek more effective management of coastal terrestrial and marine resources. Among various approaches, researchers are increasingly incorporating local knowledge systems for designing resource management and conservation plans (e.g. Gadgil et al., 1993).
- Full Text:
- Date Issued: 2016
- Authors: Aswani, Shankar
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145448 , vital:38439 , ISBN 9781315181523 , https://www.taylorfrancis.com/books/e/9781315181523/chapters/10.1201/9781315181523-18
- Description: During the twentieth and twenty-first centuries, pressure on coastal ecosystems has amplified and resulted in the widespread degradation of adjacent marine and terrestrial habitats globally (Burke et al., 2001). The ecosystem services provided by coastal habitats, including coastal protection and food procurement, have been heavily compromised by anthropogenic disturbance such as overfishing, pollution, sedimentation and alteration of coastal vegetation (Costanza et al., 1997; Agardy et al., 2009). In the context of small islands, this continued degradation in tandem with the ongoing effects of climate change is putting the livelihoods of coastal peoples at risk (e.g. Bell et al., 2009). While international efforts at curtailing these negative trends are ongoing, many researchers are working directly with coastal local/ indigenous communities to seek more effective management of coastal terrestrial and marine resources. Among various approaches, researchers are increasingly incorporating local knowledge systems for designing resource management and conservation plans (e.g. Gadgil et al., 1993).
- Full Text:
- Date Issued: 2016
Heat shock protein inhibitors: success stories
- McAlpine, Shelli R, Edkins, Adrienne L
- Authors: McAlpine, Shelli R , Edkins, Adrienne L
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66359 , vital:28940 , https://doi.org/10.1007/978-3-319-32607-8
- Description: publisher version , Introduction: Medicinal chemistry is both science and art. The science of medicinal chemistry offers mankind one of its best hopes for improving the quality of life. The art of medicinal chemistry continues to challenge its practitioners with the need for both intuition and experience to discover new drugs. Hence sharing the experience of drug research is uniquely beneficial to the field of medicinal chemistry. Drug research requires interdisciplinary team-work at the interface between chemistry, biology and medicine. Therefore, the topic-related series Topics in Medicinal Chemistry covers all relevant aspects of drug research, e.g. pathobiochemistry of diseases, identification and validation of (emerging) drug targets, structural biology, drugability of targets, drug design approaches, chemogenomics, synthetic chemistry including combinatorial methods, bioorganic chemistry, natural compounds, high-throughput screening, pharmacological in vitro and in vivo investigations, drug-receptor interactions on the molecular level, structure-activity relationships, drug absorption, distribution, metabolism, elimination, toxicology and pharmacogenomics. In general, special volumes are edited by well known guest editors. , This work is based on the research supported by the South African Research Chairs Initiative of the Department of Science and Technology and National Research Foundation of South Africa (Grant No 98566), the Cancer Association of South Africa (CANSA), Medical Research Council South Africa (MRC-SA) and Rhodes University. The views expressed are those of the authors and should not be attributed to the DST, NRF, CANSA, MRC-SA or Rhodes University. We apologize if we have inadvertently missed any important contributions to the field.
- Full Text: false
- Date Issued: 2016
- Authors: McAlpine, Shelli R , Edkins, Adrienne L
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66359 , vital:28940 , https://doi.org/10.1007/978-3-319-32607-8
- Description: publisher version , Introduction: Medicinal chemistry is both science and art. The science of medicinal chemistry offers mankind one of its best hopes for improving the quality of life. The art of medicinal chemistry continues to challenge its practitioners with the need for both intuition and experience to discover new drugs. Hence sharing the experience of drug research is uniquely beneficial to the field of medicinal chemistry. Drug research requires interdisciplinary team-work at the interface between chemistry, biology and medicine. Therefore, the topic-related series Topics in Medicinal Chemistry covers all relevant aspects of drug research, e.g. pathobiochemistry of diseases, identification and validation of (emerging) drug targets, structural biology, drugability of targets, drug design approaches, chemogenomics, synthetic chemistry including combinatorial methods, bioorganic chemistry, natural compounds, high-throughput screening, pharmacological in vitro and in vivo investigations, drug-receptor interactions on the molecular level, structure-activity relationships, drug absorption, distribution, metabolism, elimination, toxicology and pharmacogenomics. In general, special volumes are edited by well known guest editors. , This work is based on the research supported by the South African Research Chairs Initiative of the Department of Science and Technology and National Research Foundation of South Africa (Grant No 98566), the Cancer Association of South Africa (CANSA), Medical Research Council South Africa (MRC-SA) and Rhodes University. The views expressed are those of the authors and should not be attributed to the DST, NRF, CANSA, MRC-SA or Rhodes University. We apologize if we have inadvertently missed any important contributions to the field.
- Full Text: false
- Date Issued: 2016
Introduction: the multilingual context of education in Africa
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174849 , vital:42515 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174849 , vital:42515 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
Karoo dolerite intrusions: shaping the landscapes of the Great Karoo
- Authors: Marsh, Julian S
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145111 , vital:38409 , ISBN 9781775845386 , https://books.google.co.za/books?id=YQ5bDwAAQBAJanddq=Karoo+dolerite+intrusions+JULIAN+MARSHandsource=gbs_navlinks_s
- Description: Karoo dolerite intrusions: shaping the landscapes of the Great Karoo.
- Full Text:
- Date Issued: 2016
- Authors: Marsh, Julian S
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145111 , vital:38409 , ISBN 9781775845386 , https://books.google.co.za/books?id=YQ5bDwAAQBAJanddq=Karoo+dolerite+intrusions+JULIAN+MARSHandsource=gbs_navlinks_s
- Description: Karoo dolerite intrusions: shaping the landscapes of the Great Karoo.
- Full Text:
- 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
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
Learning style of Chinese event management students
- Louw, Mattheus J, Louw, Lynette, Li, Yanxia
- Authors: Louw, Mattheus J , Louw, Lynette , Li, Yanxia
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/69167 , vital:29438 , https://doi.org/10.1515/9783110366778-028
- Description: There is a demand for social development in China by establishing, inter alia, a framework focusing on the employability of university graduates and developing self-directed learners. The key to achieving this would be to gain a better understanding of how learning styles, as one of the cognitive factors, contribute towards academic performance in order to provide meaningful learning experiences.
- Full Text: false
- Date Issued: 2016
- Authors: Louw, Mattheus J , Louw, Lynette , Li, Yanxia
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/69167 , vital:29438 , https://doi.org/10.1515/9783110366778-028
- Description: There is a demand for social development in China by establishing, inter alia, a framework focusing on the employability of university graduates and developing self-directed learners. The key to achieving this would be to gain a better understanding of how learning styles, as one of the cognitive factors, contribute towards academic performance in order to provide meaningful learning experiences.
- Full Text: false
- Date Issued: 2016
Louder than the frame:
- Podesva, K L, Beasley, M, Kataoka, M, Ntombela, N
- Authors: Podesva, K L , Beasley, M , Kataoka, M , Ntombela, N
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/146211 , vital:38505 , ISBN 9783863359140
- Description: Book abstract. Almost 30 years after the founding of the first curatorial studies program (at the École du Magasin, Grenoble), with the curator remaining a figure of curiosity and fascination in the contemporary art world, a new question has emerged: how do we educate curators? Great Expectations: Prospects for the Future of Curatorial Education explores this question, focusing in particular on the challenges, opportunities and subjects that motivate educators and students. How has curatorial education changed in the past 25 years, and what will the next 25 years bring?.
- Full Text:
- Date Issued: 2016
- Authors: Podesva, K L , Beasley, M , Kataoka, M , Ntombela, N
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/146211 , vital:38505 , ISBN 9783863359140
- Description: Book abstract. Almost 30 years after the founding of the first curatorial studies program (at the École du Magasin, Grenoble), with the curator remaining a figure of curiosity and fascination in the contemporary art world, a new question has emerged: how do we educate curators? Great Expectations: Prospects for the Future of Curatorial Education explores this question, focusing in particular on the challenges, opportunities and subjects that motivate educators and students. How has curatorial education changed in the past 25 years, and what will the next 25 years bring?.
- Full Text:
- Date Issued: 2016
Multilingual education for Africa: Concepts and practices
- Kaschula, Russell H, Wolff, H Ekkehard
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174838 , vital:42513 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
- Authors: Kaschula, Russell H , Wolff, H Ekkehard
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/174838 , vital:42513 , ISBN 978-0415315760 , https://www.amazon.com/Multilingual-Education-Africa-Practices-Routledge/dp/041531576X
- Description: The common thread in this book is the exploration of innovative pedagogies in language teaching and language use in education. The greatest danger facing educators is one of complacency. Whether set in Zimbabwe, Ethiopia, South Africa or elsewhere in Africa, all the chapters in this book emphasise the imperative for educators to constantly revise curricula and teaching methods in order to find the most appropriate ways of teaching and using language in multilingual settings.
- Full Text:
- Date Issued: 2016
New evidence for the correlation of basalts of the Suurberg Group with the upper part of the Karoo basalt sequence of Lesotho:
- Authors: Marsh, J S Goonie
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145122 , vital:38410 , ISBN 9783319408590 , https://link.springer.com/chapter/10.1007/978-3-319-40859-0_6
- Description: Tholeiitic basalts build the Mimosa Formation, the uppermost stratigraphic unit of the Suurberg Group in the northern part of the Algoa Basin. Exposures are very poor and the tectonic significance of the Suurberg rocks and the origin of the Mimosa basalts are contentious. Drilling of stratigraphic boreholes at four localities allowed detailed sampling of the basalts from two cores 90 km apart for geochemical, age and palaeomagnetic investigations.
- Full Text:
- Date Issued: 2016
- Authors: Marsh, J S Goonie
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/145122 , vital:38410 , ISBN 9783319408590 , https://link.springer.com/chapter/10.1007/978-3-319-40859-0_6
- Description: Tholeiitic basalts build the Mimosa Formation, the uppermost stratigraphic unit of the Suurberg Group in the northern part of the Algoa Basin. Exposures are very poor and the tectonic significance of the Suurberg rocks and the origin of the Mimosa basalts are contentious. Drilling of stratigraphic boreholes at four localities allowed detailed sampling of the basalts from two cores 90 km apart for geochemical, age and palaeomagnetic investigations.
- Full Text:
- Date Issued: 2016
Report containing learning, reflection and evaluation based on social learning:
- Burt, Jane C, Wilson, Jessica, Copteros, Athina, Lotz-Sisitka, Heila, Pereira, Taryn, Mokoena, Samson, Munnik, Victor, Ngcozela, Thabang, Lusithi, Thabo
- Authors: Burt, Jane C , Wilson, Jessica , Copteros, Athina , Lotz-Sisitka, Heila , Pereira, Taryn , Mokoena, Samson , Munnik, Victor , Ngcozela, Thabang , Lusithi, Thabo
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142005 , vital:38023 , ISBN WRC Report no K5/2313 Deliverable 7
- Description: This report forms the seventh deliverable in the NWRS2 citizen monitoring project and builds on the previous 6 deliverables, which include methodology for the project (Del 1), an assessment of civil society involvement in water policy (Del 2), an overview of the social learning approach and introduction to the case studies (Del 3), draft citizen monitoring guidelines (Del 4), an update on social learning to-date, including action plans (Del 5) and a report on a description and assessment of the case studies (Del 6). This report describes the last social learning module of the ‘Changing Practice’ course and highlights preliminary reflections on the learning that has taken place during this course. The report also describes the plans that were taken at the follow up research meeting. Finally we present the approach towards evaluating the role of social learning in the project as a whole.
- Full Text:
- Date Issued: 2016
- Authors: Burt, Jane C , Wilson, Jessica , Copteros, Athina , Lotz-Sisitka, Heila , Pereira, Taryn , Mokoena, Samson , Munnik, Victor , Ngcozela, Thabang , Lusithi, Thabo
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142005 , vital:38023 , ISBN WRC Report no K5/2313 Deliverable 7
- Description: This report forms the seventh deliverable in the NWRS2 citizen monitoring project and builds on the previous 6 deliverables, which include methodology for the project (Del 1), an assessment of civil society involvement in water policy (Del 2), an overview of the social learning approach and introduction to the case studies (Del 3), draft citizen monitoring guidelines (Del 4), an update on social learning to-date, including action plans (Del 5) and a report on a description and assessment of the case studies (Del 6). This report describes the last social learning module of the ‘Changing Practice’ course and highlights preliminary reflections on the learning that has taken place during this course. The report also describes the plans that were taken at the follow up research meeting. Finally we present the approach towards evaluating the role of social learning in the project as a whole.
- Full Text:
- Date Issued: 2016
South African perceptions of the good life twenty years into democracy
- Authors: Moller, Valerie
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/67215 , vital:29060 , https://doi.org/10.1007/978-3-319-20568-7_15
- Description: publisher version , South Africa celebrated 20 years of democracy in 2014. In 1994, life satisfaction among all South Africans peaked following the first open non-racial elections. Since that time, only some 45–55 % of the total population, on average, state that they are satisfied. Drawing on Alex Michalos’ classic Multiple Discrepancy Theory (MDT), this chapter explores the needs, expectations, aspirations and perceptions of progress among black South Africans, who were promised a better life under democracy by the new government they voted for in 1994. Findings suggest that expectations raised by the new government in the early years of democracy, coupled with a strong sense of entitlement to state services and welfare in later years, are among the strongest drivers of life satisfaction 20 years into democracy. South Africa’s democracy project is still a work in progress and black South Africans continue to hope for a better life in the future.
- Full Text: false
- Date Issued: 2016
- Authors: Moller, Valerie
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/67215 , vital:29060 , https://doi.org/10.1007/978-3-319-20568-7_15
- Description: publisher version , South Africa celebrated 20 years of democracy in 2014. In 1994, life satisfaction among all South Africans peaked following the first open non-racial elections. Since that time, only some 45–55 % of the total population, on average, state that they are satisfied. Drawing on Alex Michalos’ classic Multiple Discrepancy Theory (MDT), this chapter explores the needs, expectations, aspirations and perceptions of progress among black South Africans, who were promised a better life under democracy by the new government they voted for in 1994. Findings suggest that expectations raised by the new government in the early years of democracy, coupled with a strong sense of entitlement to state services and welfare in later years, are among the strongest drivers of life satisfaction 20 years into democracy. South Africa’s democracy project is still a work in progress and black South Africans continue to hope for a better life in the future.
- Full Text: false
- Date Issued: 2016
Un Langage, des Visions, une Passerelle:
- Authors: Tshilumba Mukendi, J S
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/146177 , vital:38502 , ISBN 9789074816496 , https://books.google.co.za/books?id=QDSdAQAACAAJanddq=Creer+en+postcolonie:+Voix+et+dissidences+belgo-congolaise+2010-2015andhl=enandsa=Xandved=0ahUKEwjts_Si_b_pAhXvShUIHWXwCd4Q6AEIJzAA
- Description: Book abstract. The authors and artists (Baloji, Toma Muteba Luntumbue, Nganji Laeh, Nina Miskina, Joëlle Sambi, Sarah Arens, Heleen Debeuckelaere, Bénédicte Kumbi ...) who contributed to the work to debate the Belgian postcolonial question and it will be punctuated by poetic and musical stops.
- Full Text:
- Date Issued: 2016
- Authors: Tshilumba Mukendi, J S
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/146177 , vital:38502 , ISBN 9789074816496 , https://books.google.co.za/books?id=QDSdAQAACAAJanddq=Creer+en+postcolonie:+Voix+et+dissidences+belgo-congolaise+2010-2015andhl=enandsa=Xandved=0ahUKEwjts_Si_b_pAhXvShUIHWXwCd4Q6AEIJzAA
- Description: Book abstract. The authors and artists (Baloji, Toma Muteba Luntumbue, Nganji Laeh, Nina Miskina, Joëlle Sambi, Sarah Arens, Heleen Debeuckelaere, Bénédicte Kumbi ...) who contributed to the work to debate the Belgian postcolonial question and it will be punctuated by poetic and musical stops.
- Full Text:
- Date Issued: 2016
Visit the exotic birthplaces of transdisciplinarity
- Burt, Jane C, Cockburn, Jessica J, Fox, Helen E, Copteros, Athina
- Authors: Burt, Jane C , Cockburn, Jessica J , Fox, Helen E , Copteros, Athina
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/68442 , vital:29256 , https://doi.org/10.13140/RG.2.1.1511.7048
- Description: Publisher version , Preface: Why a new approach to science? The world we live in is very different to the world of one hundred years ago. The world has never been so populated by humans and never before have the spe-cies ‘human’ influenced and manipulated the natural world in the way in which we do now. Academics are calling it the age of the Anthropocene. In the age of the Anthropocene we face different challenges to what hu- mans faced centuries ago. As we find ourselves in this new age we have had to not only question ‘what we know’ but also ‘how we know’ and whether the ‘how we know’ is the right kind of ‘how’ for the problems that we face today. This has led to a questioning of the way in which we generate knowledge and the way in which this knowledge is used. This critique is not aimed at all knowledge generation it is mostly a frustration that has arisen out of the physical and biological sciences with the realisation that doing good science is just not enough to bring about meaningful change in the world. Trans-disciplinary scientists and practitioners have begun this journey in search of a new kind of science - A science in service of society! This tourist trip will re- trace the few first steps of these emerging ideas so that we can understand where these new ideas have come from and how they may influence our own research. , This document was developed for a postgraduate course on Transdisciplinary research held at Rhodes University. It explores three key theoretical approaches to transdisciplinarity in relation to the question 'Why TD?'.
- Full Text:
- Date Issued: 2016
- Authors: Burt, Jane C , Cockburn, Jessica J , Fox, Helen E , Copteros, Athina
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/68442 , vital:29256 , https://doi.org/10.13140/RG.2.1.1511.7048
- Description: Publisher version , Preface: Why a new approach to science? The world we live in is very different to the world of one hundred years ago. The world has never been so populated by humans and never before have the spe-cies ‘human’ influenced and manipulated the natural world in the way in which we do now. Academics are calling it the age of the Anthropocene. In the age of the Anthropocene we face different challenges to what hu- mans faced centuries ago. As we find ourselves in this new age we have had to not only question ‘what we know’ but also ‘how we know’ and whether the ‘how we know’ is the right kind of ‘how’ for the problems that we face today. This has led to a questioning of the way in which we generate knowledge and the way in which this knowledge is used. This critique is not aimed at all knowledge generation it is mostly a frustration that has arisen out of the physical and biological sciences with the realisation that doing good science is just not enough to bring about meaningful change in the world. Trans-disciplinary scientists and practitioners have begun this journey in search of a new kind of science - A science in service of society! This tourist trip will re- trace the few first steps of these emerging ideas so that we can understand where these new ideas have come from and how they may influence our own research. , This document was developed for a postgraduate course on Transdisciplinary research held at Rhodes University. It explores three key theoretical approaches to transdisciplinarity in relation to the question 'Why TD?'.
- Full Text:
- Date Issued: 2016
Walking into Africa in a Chinese way: Hua Jiming’s mindful entry as counterbalance
- Authors: Simbao, Ruth K
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/146167 , vital:38501 , ISBN 9791024005799 , https://books.google.co.za/books?id=VGSwDwAAQBAJanddq=Afrique-Asie:+Arts,+espaces,+pratiquesandsource=gbs_navlinks_s
- Description: Book abstract. The links between Africa and Asia are at the very heart of globalization. Understanding its richness and complexity requires a study carried out from various points of view. Particular attention to culture is essential. Centered on the work of visual artists and performers, on town planning, literature and spirituality, the essays gathered here call on many disciplines: art history and history, anthropology, sociology, geography, architecture, comparative literature, visual and culture studies. They constitute a network of crossed views on a subject which no serious reflection on globalization can do today.
- Full Text:
- Date Issued: 2016
- Authors: Simbao, Ruth K
- Date: 2016
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/146167 , vital:38501 , ISBN 9791024005799 , https://books.google.co.za/books?id=VGSwDwAAQBAJanddq=Afrique-Asie:+Arts,+espaces,+pratiquesandsource=gbs_navlinks_s
- Description: Book abstract. The links between Africa and Asia are at the very heart of globalization. Understanding its richness and complexity requires a study carried out from various points of view. Particular attention to culture is essential. Centered on the work of visual artists and performers, on town planning, literature and spirituality, the essays gathered here call on many disciplines: art history and history, anthropology, sociology, geography, architecture, comparative literature, visual and culture studies. They constitute a network of crossed views on a subject which no serious reflection on globalization can do today.
- Full Text:
- Date Issued: 2016
"I want to kill myself!": identity documents and mental health in the South African Daily Sun tabloid
- Authors: Boshoff, Priscilla A
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/143549 , vital:38256 , ISBN , https://ischp.files.wordpress.com/2015/08/ischp_2015_abstract_booklet.pdf
- Description: An Identity Document (ID) is needed by South Africans to study, apply for a pension or get married. However, Home Affairs, the state department responsible for issuing them, is poorly managed. The popular Daily Sun tabloid newspaper mediates for its five million working class readers the frustration caused by this incompetency in its “Horror Affairs” column. Readers tell their stories about (not) getting their IDs, stories often of suicide, depression and “giving up” on life. Using a Lacanian frame, and through a close reading of “Horror Affairs” texts, I argue that this tabloid plays a therapeutic role for its socially marginalised readers by mediating the “invisibility” engendered by the modernising state and its administrative technologies. Given the concern about high rates of mental health illness in South Africa, the research also demonstrates how popular culture forms can alert health care practitioners to issues which may otherwise go unnoticed.
- Full Text:
- Date Issued: 2015
- Authors: Boshoff, Priscilla A
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/143549 , vital:38256 , ISBN , https://ischp.files.wordpress.com/2015/08/ischp_2015_abstract_booklet.pdf
- Description: An Identity Document (ID) is needed by South Africans to study, apply for a pension or get married. However, Home Affairs, the state department responsible for issuing them, is poorly managed. The popular Daily Sun tabloid newspaper mediates for its five million working class readers the frustration caused by this incompetency in its “Horror Affairs” column. Readers tell their stories about (not) getting their IDs, stories often of suicide, depression and “giving up” on life. Using a Lacanian frame, and through a close reading of “Horror Affairs” texts, I argue that this tabloid plays a therapeutic role for its socially marginalised readers by mediating the “invisibility” engendered by the modernising state and its administrative technologies. Given the concern about high rates of mental health illness in South Africa, the research also demonstrates how popular culture forms can alert health care practitioners to issues which may otherwise go unnoticed.
- Full Text:
- Date Issued: 2015
'Feeling at home': institutional culture and the idea of a university
- Authors: Vice, Samantha
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142072 , vital:38047 , 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: Vice, Samantha
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/142072 , vital:38047 , 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
'Tell us a new story': a proposal for the transformatory potential of collective memory projects
- Authors: Vincent, Louise
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/${Handle} , vital:38046 , ISBN 9781869142902 , https://books.google.co.za/books?id=49o8rgEACAAJanddq=Being+at+home:+Race,+institutional+culture+and+transformation+at+South+African+higher+education+institutionandhl=enandsa=Xandved=0ahUKEwiPgsa6mpjjAhXNN8AKHbNwAtoQ6AEIKDAA
- Description: This edited work has gathered together contributions on how to transform universities in South Africa; as many are struggling to shift their institutional culture. In a South African context, transformation means to attempt to change higher education institutions such that they no longer reflect the values promoted by apartheid but rather reflect the values embodied in South Africa's 1996 Constitution. Institutional culture is the main subject for discussion in this book. In order to transform South Africa's universities, the contributors begin by analyzing the idea of what a university is, and relatedly, what its ideal aims are. A second theme is to understand what institutional culture is and how it functions. Moreover, transformation cannot occur without transforming the broader cultures of which they are a part. Related to this theme is a general concern about how contemporary moves towards the instrumentalization of higher education affect the ability to transform institutions. These institutions are being pushed to conform to goals that are outside the traditional idea of a university, such as concerns that universities are being 'bureaucratized' and becoming corporations, instead of a place of learning open to all. In conclusion it can be said that the contemporary South African academic community has an opportunity to recreate itself as the end of apartheid created space for engaging in transformative epistemic projects. The transformation of the tertiary sector entails a transformation of institutional cultures.
- Full Text:
- Date Issued: 2015
- Authors: Vincent, Louise
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/${Handle} , vital:38046 , 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