Journal of Education - Volume 34, Issue 1, 2004
Volume 34, Issue 1, 2004
Source: Journal of Education 34, pp 9 –30 (2004)More Less
In this paper we argue that research in HIV/AIDS within the education sector is largely influenced by dominant discourses within economics, medicine and epidemiology sectors which, by and large, fail to take into consideration the social and cultural embeddedness of the disease. Through a critique of the current research conducted in the last ten years, we trace three major trends of research in HIV/AIDS and education and suggest that these trends, while useful, neglect the situated context in which messages, knowledge, experience and practice are produced, reproduced and expressed. We suggest that new research has to pay close attention to developing an understanding of where and how knowledge is produced and reproduced if this sector is to contribute to enabling teachers and learners to make informed choices about their behavioural practices.
Source: Journal of Education 34, pp 31 –50 (2004)More Less
How successful has South Africa been in overcoming injustice in education and the larger social injustices that result from it? And how shall we judge ï¿½ by assessing justice in outcomes or justice in procedures or both? In this article we propose criteria for judging accomplishments in social justice and evaluate some facets of South Africaï¿½s progress towards achieving an ambitious agenda for social justice in and through education in the first decade of democracy. We conclude that social injustice persists despite an impressive suite of policies for a more just education system. We also argue that educational inclusion and political inclusion are interdependent and lie together at the core of social justice. Justice in procedures and the achievement of socially just outcomes are intricately related.
Source: Journal of Education 34, pp 51 –78 (2004)More Less
This paper explores a deep conceptual flow in the emerging approach to quality assurance in South Africa ï¿½ that the quality of an academic course can be evaluated through judging it against pre-specified learning outcomes. The central claim in the paper is that the internal coherence and the substance of a learning programme that are produced, in the main, by the logic of the discipline knowledge that informs it, cannot be externally regulated by a quality assurance process that condenses knowledge into learning outcomes. By implication, we question the validity of judgments made about quality that are based on the specifications of outcomes. We argue that this approach inevitably marginalizes discipline content, even when there is a formal assurance to value it, and even when peers are used in the evaluation process. The paper is divided into 4 parts. The first is a discussion on the context and principles that inform the formation of quality assurance systems in South Africa. The second analyses a small case study in quality assurance. The third part elaborates on the logic of a quality assurance process that relies on statements of outcomes rather than on discipline and content related statements. The fourth part analyses recent policy developments in quality assurance in Higher Education and their implications for evaluation of academic work.
Source: Journal of Education 34, pp 79 –102 (2004)More Less
The article maps the process of research learning, that is, that domain of learning which novice researchers (such as doctoral students) experience in the complex process of becoming researchers. This exploratory qualitative study foregrounds the voices of the students and their accounts of research learning. The article questions the efficacy of the traditional ï¿½how to write a doctoral dissertationï¿½ guidebooks and suggests that there are no clear steps to be followed in the writing of the proposal and that the journey each student traverses is filled with obstacles, reversals, breakdowns and, yet, progression. What could be gleaned from this study is that research learning is even more complex than we anticipated, and that making firm statements about ï¿½the right wayï¿½ to prepare doctoral students might in fact be the first error in seeking to improve the learning and support of novice researchers.
Author Wayne HugoSource: Journal of Education 34, pp 103 –126 (2004)More Less
This paper compares the pedagogic hierarchies of Plato and Bernstein and develops a basic theory of pedagogic hierarchy that both could reasonably be seen as ascribing to. It begins with a brief descriptionption of two images that convey Platoï¿½s understanding of pedagogic hierarchy: the ladder of beauty and the cave metaphor. This is then juxtaposed to Bernsteinï¿½s pedagogic device, his use of classification and frame, and his theory of horizontal and vertical discourse. Finally, the respective shift upwards of both Plato and Bernstein into the most sacred areas of the unthought is tracked and it is concluded that both Plato and Bernstein can be seen as travellers between the two worlds of materiality and immateriality, although Bernstein provided clearer means to chart the power and control relationships this terrain is always embedded within. Yet in the last instance Platoï¿½s great work falls over Bernstein in its ability to self-sufficiently perform what Bernstein can only theorize and research.
Revisiting the African-Africana philosophy of education debate: implications for university teachingAuthor Yusef WaghidSource: Journal of Education 34, pp 127 –142 (2004)More Less
This article explores conceptual links between African and Africana philosophy and its implications for university teaching in South Africa. My argument in defence of an African-Africana philosophy of education emanates from the response of Ben Parker (2003) to Philip Higgsï¿½s (2003) call for introducing an African discourse based on African philosophy into the conversation surrounding the re-vision of philosophy of education in South Africa. The Higgs-Parker debate brings into sharper focus the need to reconceptualise university teaching in South Africa along the lines of African-Africana thought. Whereas this debate has much to offer for reconceptualising university teaching in relation to African values, it falls short of engaging with what constitutes a deliberative African-Africana teacher because it fails to acknowledge/recognise that deliberative inquiry is central to what makes African philosophy what it is. This article is an attempt to bridge some of the gaps in the African-Africana debate in terms of what it means for teachers both to be deliberative and to cultivate deliberation.
Author Lesley Le GrangeSource: Journal of Education 34, pp 143 –154 (2004)More Less
There is a growing interest in African philosophy in South Africa following the dismantling of legal apartheid. In recently published works we also witnessed arguments presented for/against African philosophyï¿½s centrality in a new vision for philosophy of education in South Africa. In this paper I respond to these debates by raising some of the difficulties with the term African philosophy and the potential danger of a single philosophy dominating education theory and practice in South Africa.