Journal of Education - Volume 33, Issue 1, 2004
Volume 33, Issue 1, 2004
Author Mignonne BreierSource: Journal of Education 33, pp 5 –26 (2004)More Less
This paper presents an analytic framework whereby the relationship between formal and informal knowledge can be viewed in a pedagogic context. The framework is the result of a dialectical conversation between the theories of Bernstein and Dowling, primarily, and the empirical data from case studies of two university courses in Labour Law. A major feature of the framework is a systemic network, showing the relationships between pedagogic strategies associated with the particular, the local and the concrete and those associated with the general, the distant and the abstract. The research arises out of concern about the extent to which prior informal experience can be recruited usefully in the pedagogy of adults in a higher education context where there is commitment to the valuing of adult experience and learning but a pre-defined and relatively non-negotiable curriculum.
The mediation of traumatic memories in Cape Town high schools and museums: an epistemological investigationAuthor Sofie GeschierSource: Journal of Education 33, pp 27 –50 (2004)More Less
In this paper I reflect on the research questions, theory and methodology of a previous study, which focused on the question: ï¿½How do teachers and learners of five different high schools in Cape Town deal with material on the Trojan Horse Incident (which took place in Athlone, Cape Town 1985)?ï¿½, and ï¿½Can this kind of material be used to open a classroom discussion on politically sensitive issues?ï¿½ I nvestigate critically my theory and methodology, and the use of terms such as ï¿½traumatic/painful memoriesï¿½, ï¿½narrativeï¿½ and ï¿½discourseï¿½. The aim of this epistemological reflection is to be able to move forward in my current research in which I look at ways in which teachers and museum facilitators mediate traumatic memories inside Cape Town high school history classrooms, and in the heritage sites of the District Six Museum and the Holocaust Centre.
Source: Journal of Education 33, pp 51 –68 (2004)More Less
This article addresses the nature of validation in assessment, that is, the question of what we know, and the processes by which we come to know, in assessing student work. Interest in this question started with a panel discussion at the Kenton Education Conference between the three authors of this article. This article is a continuation of that discussion. It begins by drawing on the basic distinction between the hermeneutics of faith and the hermeneutics of suspicion, first set out by Paul Ricoeur. These are two ontological moments in social science theory, in every day life, in teaching and in assessment. They cannot be separated. Nevertheless, and quite problematically, much of the assessment literature, and much assessment activity, ignores the first and emphasizes the second. In addition, there is significant assessment activity in teaching which incorporates implicitly and silently, non-cognitive and situational factors, based on the hermeneutics of faith. Our question is: How is one, then, to validate judgements made in this post-positivist mode? How is one to assess the assessor? We conclude the paper with tentative suggestions of how criteria drawn from qualitative research and from psychotherapy can be helpful in this regard.
Author Lesley Le GrangeSource: Journal of Education 33, pp 69 –84 (2004)More Less
In this contribution I explore how ignorance and trust might help us to rethink educational research in terms of how it is that we come to know. I argue that the pursuit of truth in educational research (as conventionally is the case) privileges means over ends in that research is judged chiefly on the apparent truthfulness of its parts to the neglect of its larger purpose ï¿½ producing new knowledge about education. In contrast, ignorance is a useful criterion in that it focuses attention on the end users ï¿½ that research claims are dependent on historical contingency and context. In my discussion I refer to two kinds of ignorance produced by Western knowledge systems, blank spots and blind spots. Blank spots are what scientists know enough about to question but do not answer, and blind spots are what they donï¿½t know enough about or care about. Furthermore I argue that by focusing on trust in social inquiry instead of truth, seemingly disparate knowledge systems can co-exist and can also be equitably compared so as to create new knowledge spaces that might have potentially transformative effects on educational practices in South Africa.
Author Anne-Marie GraySource: Journal of Education 33, pp 85 –102 (2004)More Less
This paper argues for an interdisciplinary educational approach, towards an understanding of the black liberation struggle and the recognition of the liberation songs as important historical documents. In order to allow these songsto be fully understood a link had to be found to move musicology towards an accommodation with cultural history. The study thus drew on the theory of Shepherd and Wicke (1997), which allowed for an analysis using both musicology and cultural history. The theory was especially suited to this study as it also allows for insights into the processes of affect and meaning as they operate in wider cultural-historical contexts, which can be gained through an examination of the music of a particular historical period.
Source: Journal of Education 33, pp 125 –146 (2004)More Less
While there is little consensus amongst policy scholars about the relationship between research and policy, there is some agreement that the contribution of research to the policy process is at best, weak, at worst, symbolic. The reason for this tenuous link is manifold, but some policy scholars suggest that it is a consequence of the absence of sufficient dialogue between the various participants in the policy process. This paper proposes two outcomes. First, we survey selected literature on the policy dialogue process, exploring the research policy link as it is played out in the interface between political structures and the actors involved. We explore the nature of informal and ï¿½non-linearï¿½ policy decision-making processes and identify macro formations that exert influence over which policy ideas are noticed and which are ignored. Second, in a mode of critical self-reflexivity, we document our experiences as members of a research team engaged in a policy dialogue initiative in the Southern African Development Community (SADC) region. Through a reflection on our research (as it unfolded) on the relationship between Information Communication Technologies (ICTs), schooling and poverty, we offer an analysis of the political, ethical, and methodological dynamics inherent in research of and/or for policy. The paper appraises the nature, quality and value of the policy dialogue opportunities afforded by the project.