Journal of Education - Volume 36, Issue 1, 2005
Volume 36, Issue 1, 2005
The knowledge question and the future of education in South Africa: a reply to Michelson s On trust, desire and the sacred: a response to Johan Muller s Reclaiming KnowledgeAuthor Michael YoungSource: Journal of Education 36, pp 7 –18 (2005)More Less
Source: Journal of Education 36, pp 19 –36 (2005)More Less
The work of Johan Muller has reached the stage where a coherent assessment can be made of its relevance and worth to the South African educational community. Some of his articles spanning the 1990s were collected and ordered in Reclaiming knowledge: social theory, curriculum and education policy, a text that theorized and critiqued the post apartheid reform process in terms of its backgrounding of explicit knowledge structures while at the same time building a theoretical model that would be useful in analysing contemporary developments in South African education. Muller located this within a broader critique of progressive education and radical social constructivism, pointing out the manner in which this project had an ironic and tragic tendency to reproduce inequality rather than address it within a South African context. It is a galling assessment for those actively attempting to redress the imbalances of South African education through principles and practices of Progressivism, the very naming of which brings forth all that is good and worthwhile in education. It is a dangerous one to make as well, for not only does it go against a powerful international community of educational academics, it also sets itself up as a critique of liberated governmental policy and practice in South Africa, all in the name of the same principle both hold so dear ï¿½ social justice. Such a bold project deserves careful scrutiny and Elana Michelson offered one such attempt in her article On trust, desire and the sacred: a response to Johan Mullerï¿½s ï¿½Reclaiming Knowledgeï¿½. Her response, this article argues, misrepresents the project of Muller by characterising him as a conservative intellectual. This is a dangerous falsification given the realist critique it offers of recent educational reform processes and the engaged and systematic suggestions it makes for the project of social justice within South African Education.
Negotiating student identity in the doctoral proposal development process: a personal reflective accountAuthor Aslam FataarSource: Journal of Education 36, pp 37 –58 (2005)More Less
This article focuses on the interpersonal and formative dynamics involved in the PhD proposal supervision process. It is a reflective account of my supervisory experiences with two of my doctoral students. The article discusses the authoritative basis upon which these two supervisory relationships were founded, negotiated and substantiated. Key to the supervision process has been an awareness of and engagement with the ways the studentsï¿½ personal identities initially informed their respective approaches to doctoral study. Rooted within an understanding of their biographies, the article discusses how the supervisory process navigated shifts in their personal approaches. I show how these shifts enabled them to identify their research foci and to pose an academically acceptable set of research questions. The development of my own reflexivity about my authority as a doctoral supervisor is central to this account.
Source: Journal of Education 36, pp 59 –78 (2005)More Less
In this paper we argue that whilst state regulation over teacher education in South Africa appears to be increasing, the current reform climate creates spaces for academics operating within Higher Education Institutions (HEIs) to significantly influence official knowledge for teachers and teaching. We recruit aspects of Basil Bernsteinï¿½s sociology of pedagogy to analyse the policy and institutional context of teacher education reform, with specific reference to the production of specialist FET mathematics teachers. We contend that with some grasp of the changing spaces in which mathematics teacher educators now work, fragile as these are, there is a possibility to influence the production of criteria for official knowledge for mathematics teachers and teaching.
Source: Journal of Education 36, pp 79 –92 (2005)More Less
In a series of interviews with teachers recognized by their peers and learners as being adept at their craft I attempted to elicit their intimate experience of the moment of good teaching and found that some of what they descriptionbed accorded very strongly with the experience of non duality. These experiences are analysed, drawing on Loyï¿½s (1988) characterisation of non duality, and its dangers articulated. It is juxtaposed to the current initiative within South Africa to set up minimum standards in teaching and learning and it is suggested that a relationship of parody exists between the two.
Author James GarrawaySource: Journal of Education 36, pp 93 –110 (2005)More Less
There is a need to improve the delivery of services in the water and sanitation field to many parts of South Africa. In order to do this not only money but also requisite structures and systems of training are required. The approach taken, in line with national trends and directives, is that of qualification-led training. This paper analyses the development of qualification statements which derive from work being currently done on the ground in rural areas. The analyses, using theory related to the sociology of science and technology, illustrate a process of knowledge change and further support the contention that a qualification-led educational transformation may not be the best model to follow in South Africa. However, the development of more practice-based qualification statements does serve a purpose in the field of qualification design.
The democratization of knowledge: where have all the experts gone? Review of The Architect and the Scaffold: Evolution and Education in South AfricaAuthor Edith DempsterSource: Journal of Education 36, pp 111 –115 (2005)More Less