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- Volume 29, Issue 1, 2015
South African Journal of Higher Education - Volume 29, Issue 1, 2015
Volumes & issues
Volume 29, Issue 1, 2015
Redress for academic success : possible 'lessons' for university support programmes from a high school literacy and learning intervention : part 2Source: South African Journal of Higher Education 29, pp 354 –372 (2015)More Less
This article aims to contribute to ongoing research and debate in the area of underpreparedness of university students, with particular reference to the literacy skills and cognitive strategies needed to cope with the demands of academic studies. After a review of the literature in the field, the authors present the findings from a case study of a cognitive learning and academic literacy support programme offered to secondary school learners. They argue that this programme could also be of value to underprepared university students. The programme, called Harcombe's (2001) Integrated Approach to Literacy Instruction (IATLI), was used with a purposively selected group of learners who were struggling with their studies. The authors argue further that a mediated learning support programme offered to secondary school learners that addresses both literacy and cognitive learning strategies, could be of value to underprepared university students.
Background knowledge and epistemological access : challenges facing black women in a set scholarship programme : part 2Source: South African Journal of Higher Education 29, pp 373 –389 (2015)More Less
In promoting access to higher education in an unequal society there is a concern that universities may operate in a manner that values background knowledge associated with those who have access to a privileged class location. The authors focus on background knowledge, its contribution to epistemological access to higher education and how such background knowledge is likely to affect black women's academic success. They analyse interviews with 19 black women from socio-economically disadvantaged backgrounds who are recipients of a Science, Engineering and Technology (SET) scholarship, utilising Ryle's (1945) distinction between knowledge-how and knowledge-that, to understand their challenges in gaining epistemological access to university. Despite the scholarship programme's comprehensive support, the findings suggest that students who enter with background knowledge acquired at well-resourced high schools are academically advantaged. The authors argue that SET scholarship programmes which recruit low-income students are necessary, but insufficient interventions for enabling epistemological access. Further responsiveness is required on the part of the university.
Author J.G. MareeSource: South African Journal of Higher Education 29, pp 390 –411 (2015)More Less
Low throughput rates at schools and universities across South Africa are cause for great concern because of the resultant financial burden on the state; the increase in unemployment; and the inadequate delivery of much-needed highly skilled professionals. The advent of the fourth economic wave - accompanied as it is by fundamental changes in the workplace globally - has called for a judicious response from theorists, practitioners, researchers and learners. This article surveys the extent and possible causes of the low throughput rates in higher education and draws on the results of recent research projects to design intervention guidelines aimed at facilitating access to and success in higher education. An integrated, quantitative and qualitative approach is recommended.
Special edition of the South African Journal of Higher Education (SAJHE), 2016, dedicated to Critical posthumanism, new materialisms, and the affective turn for socially just pedagogies in higher education : first call for articlesSource: South African Journal of Higher Education 29, pp 412 –419 (2015)More Less
Critical posthumanism, new/feminist materialisms and the affective turn have a great deal in common with one another, and can be seen as similar perspectives with slightly different emphases in each framework, all focusing on: relational ontologies; a critique of dualisms; and engagements with matter and the non-human. Feminist thinkers such as Rosi Braidotti, Donna Haraway, Karen Barad, Elizabeth Grosz, Nancy Tuana, Vicky Kirby, Jane Bennett, and Stacey Alaimo, amongst others, have been identified both as critical posthumanists and new/feminist materialists, and have also contributed to ideas about the affective turn. Many of these scholars have been influenced by the work of Deleuze and Guattari and their notions of monism and vitalism, and have moved beyond the centrality of discourse and cartesian dualisms to incorporate a vision of human/nonhuman, body/mind, subject/object, nature/culture, matter/meaning, continuity/discontinuity, beginning/returning and creation/renewal (Barad 2007) in their work.
Source: South African Journal of Higher Education 29, pp 420 –421 (2015)More Less
One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature, with little consideration of issues of equity, and how privilege, geographical location, class and ethnicity influences the way that staff in higher education learn to teach or develop. This is despite the strong concern that exists internationally with social class and identity in relation to debates on widening participation and student success. The approaches towards professional academic development have been dominated by literature from the global North, with insufficient consideration for conditions in resource constrained environments. We contend that literature from these environments would enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach, and which considers these within resource rich and resource-constrained environments.