296 research outputs found
The educational practices and pathways of South African students across power-marginalised spaces
No full textCITATION: Fataar, A. (ed) 2018. The educational practices and pathways of South African students across power-marginalised spaces. Stellenbosch: SUN PReSS, doi:10.18820/9781928357896.The original publication is available at https://africansunmedia.store.it.si/zaThe lived experiences of students’ educational practices are analysed and explained in terms of the book’s plea for the recognition of the ‘multi-dimentionality’ of students as educational beings with unexplored cultural wealth and hidden capitals. The book presents an argument that student lives are entangled in complex social-spatial relations and processes that extend across family, neighbourhood and peer associations, which are largely misrecognised in educational policy and practice. The book is relevant to understanding the role of policy, curriculum and pedagogy in addressing the educational performance of working-class youth.1 Introducing the terms of (mis)recognition in respect of students’ educational practices across power-marginalised spaces / Aslam Fataar; 2 Mobilising community cultural wealth: The domestic support practices of township families in support of their children’s education / Batandwa Sonamzi; 3
Young people’s learning practices within a rural working-class context / Henry Fillies / 4 “Playing the game”: High school students’ mediation of their educational subjectivities across dissonant fields / Nazli Domingo-Salie; 5 Negotiating belonging at school: High school girls’ mediation of their
out-of-classroom spaces / Elzahn Rinquest; 6 First generation disadvantaged students’ mediation practices in the uneven ‘field’ of a South African university / Najwa Norodien-Fataar; 7 Back from the edge: Exploring adult education and training
as second chance opportunity for adult students / Doria Daniels; 8 “The writing’s on the wall … and in other forbidden places”: Youth using languaging practices to mediate the past in formal and informal learning spaces / Adam Cooper; 9
Prompting students’ learning dispositional adaptation in response to teachers’ pedagogical practices in a township school / Jennifer Feldmanhttps://africansunmedia.store.it.si/za/book/the-educational-practices-and-pathways-of-south-african-students-across-power-marginalised-spaces/424041Publisher's versio
Peter Kallaway, Glenda Kruss, Aslam Fataar and Gari Donn, South African Education in Transition
No full textCopans Jean. Peter Kallaway, Glenda Kruss, Aslam Fataar and Gari Donn, South African Education in Transition. In: Tiers-Monde, tome 40, n°159, 1999. Afrique du Sud : les débats de la transition, sous la direction de Jean Copans et Roger Meunier. p. 701
Engaging Schooling Subjectivities Across Post-apartheid Urban Spaces
No full textAslam Fataar, one of South Africa’s few educational sociologists working with ethnographic methods, captures the complex interactions and dynamics between social life, school processes and youth subjectivity in townships in the Western Cape. His work with concepts of mobilities and space is enormously generative, providing a way for teachers, principals, communities and policy makers to engage with the ‘complex ecologies’ of young people’s learning in urban schools. As an astute policy analyst, he also well knows the systemic barriers in the way of achieving this. The last chapter, on possibilities for pedagogical justice at the site of the school, considers how disengaged students might re-engage through leveraging explicit pedagogic connections between their lifeworlds and school practices. Acknowledging that pedagogy cannot be the only means for revitalising schooling, the author nevertheless insists that marginalised young people’s consent needs to be won by schools that make use of, rather than ignore, their strengths, knowledges and aspirations. The approach to the troubled question of youth and subjectivity is enlightening, and vital to understanding the post-apartheid city and school. The book fills a much-needed gap in educational sociology in South Africa
Debating thesis supervision : perspectives from a university education department
No full textCITATION: Fataar, A. (ED.). 2012. Debating thesis supervision: Perspectives from a University Education Department. Stellenbosch: AFRICAN SUN MeDIA. DIO:10.18820/9781920338824.The original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaINTRODUCTION: The Department of Education Policy Studies decided to produce this
occasional publication on the topic of thesis supervision as a way of bringing
our academic labour in this hitherto ‘invisible’ area into academic view. This
is in contrast to the plethora of awareness, debate and published work on the
quality of teaching and learning and research production. Thesis supervision
commonly takes place in one-on-one consultation arrangements between
academics as supervisors and postgraduate students behind the proverbial
closed door. Its pedagogical and intellectual entailments remain largely
invisible and conceptually under-explored. There is very little systematic
scholarly focus or conceptual consideration of this important dimension
of academic work, and departments do not seem to engage in conversation
and systematic approaches that address their productivity in this area.Publishers' versio
Pedagogical justice and student engagement in South African schooling : working with the cultural capital of disadvantaged students
No full textCITATION: Fataar, A. 2012. Pedagogical justice and student engagement in South African schooling : working with the cultural capital of disadvantaged students. Perspectives in Education, 30(4), 52–75. https://doi.org/10.38140/pie.v30i4.1782.The original publication is available at https://journals.ufs.ac.zaThis article is a conceptual consideration of what could be regarded as pedagogical justice for disadvantaged students in South African schools. Combining Bourdieu’s social reproduction account of education with elements of Bernstein’s consideration of the internal dynamics that constitute the pedagogic relay, the article considers the pedagogical terms upon which these students can meaningfully be engaged in their school going. Such engagement, I argue, has to contend with the cultural resistance displayed by disadvantaged students towards their schooling which they view as being against their classcultural interests. The article suggests that teachers’ pedagogical practices at the site of the school present one key space to leverage the socially just pedagogies necessary for productive school engagement. I consider the conceptual bases upon which such a pedagogical approach can proceed. I advance the argument that student engagement ought to proceed on the basis of a combination of a ‘social relations of pedagogies’ orientation, on the one hand, and what I refer to as an ‘explicit pedagogies’ approach to recontextualisation of work, on the other. It is the main argument of this article that pedagogical justice for disadvantaged students lies in providing a pedagogical scaffold between their life world knowledge’s and accessing the school knowledge codes. Such an approach supports induction into the vertical logic of the school code as central to students’ school success, but it argues for pedagogical incorporation of horizontal knowledge’s central to securing active engagement with their schooling.https://journals.ufs.ac.za/index.php/pie/article/view/1782Publisher's versio
Decolonising education in South Africa : perspectives and debates
No full textCITATION: Fataar, A. 2018. Decolonising Education in South Africa: Perspectives and Debates. Educational Research for Social Change, 7:vi=ix.The original publication is available at http://ersc.nmmu.ac.za/The politics of knowledge in South African universities has recently witnessed a radical discursive
rupture. The call for decolonising education was a cornerstone of students’ recognition struggles at
universities. Mobilising on the basis of their demand for free education, students across the university
sector expressed the need for change in university knowledge and curricula in the light of what they
described as their exposure to Eurocentric, racist, and sexist knowledge at untransformed institutions.
They argued that such a knowledge orientation is at the heart of their experience of alienation at the
university. They suggested that only the complete overhaul of the curriculum on the basis of a
decolonising education approach would provide them the type of educational access that addresses
their emerging African-centred humanness.Publishers versio
A pedagogy of supervision : 'knowledgeability' through relational engagement
No full textCITATION: Fataar, A. 2013. A pedagogy of supervision : 'knowledgeability' through relational engagement. Journal of Education, 58, doi:10.17159/2520-9868/i58a06.The original publication is available at https://journals.ukzn.ac.zaThis article is a response to a debate on the nature of postgraduate thesis supervision. I was an initial participant in this debate, having published an article on the topic in 2005. In this response article I offer an exposition of what I term a ‘pedagogy of supervision’ (PoS), which I suggest as a way of addressing the debate’s silence about the link between the personal or subjective dynamics of students’ thesis work and their knowledgeability acquisition processes during the supervision process. Based on my personal supervision experiences, I present three engagement moments – habitus engagement, knowledgeability engagement and data-analysis engagement – as a way of substantiating a productive PoS approach. The article is an argument for understanding supervision work as leveraging students’ intellectual knowledgeability through active relational mediation, which I suggest is more likely to secure the student’s ability to produce a thesis that makes a knowledge contribution to the chosen field of study.https://journals.ukzn.ac.za/index.php/joe/article/view/2272Publisher's versio
Brand Aslam: Contesting Nadeem Aslam as Pakistani Anglophonic Voice
No full textThis article explores how the literary texts have been influenced by the writer’s promotion as an author with the knowledge and authority to represent Pakistan. We discuss how “Brand Aslam” draws on and amplifies elements of “Brand Pakistan” to secure the authority of Aslam’s representations of the nation he left as a teenager. We are particularly interested in how the branding of Aslam in terms of his national identity (here, Pakistan), especially due to his active involvement in creation of his image, influences commodity value of his work(s) in the global literary market. We conclude that the “real-life” stories of him as a literary celebrity become the objects of special fascination and determine the reception of his works as a postcolonial author from margins
Towards a humanising pedagogy through an engagement with the social–subjective in educational theorising in South Africa
No full textCITATION: Fataar, A. 2016. Towards a humanising pedagogy through an engagement with the social–subjective in educational theorising in South Africa, Educational Research for Social Change, 5(1):10-21.The original publication is available at http://ersc.nmmu.ac.zaThis article is an attempt to bring the social complexity of education into a conversation
with what is referred to as a humanising pedagogy. In the article, I work with a definition
of humanising pedagogy based on a three-dimensional conception of social justice.
Drawing on Nancy Fraser (2009), I suggest that such a pedagogy should involve 1) the
question of knowledge redistribution, 2) recognition of the knowledges, literacies, and
identities of students, and 3) an emphasis on participation that brings process
pedagogical orientations back into view to counter the rigid pedagogical orientation that
informs South Africa’s curriculum approach. The article unpacks what it means to insert
a conception of the social–subjective into educational theorising in South African
education academic work. I argue that this dimension is largely absent in hegemonic
educational academic orientations, the consequence of which is a thinned-out focus on
curriculum and pedagogy, devoid of how the complex social–subjective frames the
subject’s access to education. Based on my ethnographic work in urban sites, the article
offers a view of the social–subjective that is aimed at disrupting South African
educational theorising and provides a “pedagogical justice” view of education that may,
conceptually, be able to account for the complex social–subjective in education—and
thereby better enable the emergence of a humanising pedagogy in our educational
discourses.http://ersc.nmmu.ac.za/view_edition.php?v=5&n=1#Publisher's versio
Embodying pedagogical habitus change : a narrative-based account of a teacher’s pedagogical change within a professional learning community
No full textCITATION: Feldman, J. & Fataar, A. 2018. Embodying pedagogical habitus change : a narrative-based account of a teacher’s pedagogical change within a professional learning community. Journal of Education, 70:74:88.The original publication is available at https://journals.ukzn.ac.za/index.php/joe/Situated in the context of teaching in South Africa, this article narrates the journey of pedagogical change and adaptation of one teacher who participated in a professional learning community (PLC). It discusses the durability and malleability of this teacher’s pedagogical disposition by arguing for a conceptualisation of teacher change that moves beyond a cognitivist approach, i.e. one that is driven primarily by knowledge acquisition, to one that engages the embodied practices of teachers in the light of the shifts and adaptations that they undergo when trying to establish augmented pedagogical approaches. Drawing on Bourdieu’s concepts of habitus, field, bodily hexis and doxa, this article argues that sustained pedagogical change involves an engagement with the teacher’s embodied pedagogical habitus which has formed over time given the educational spaces they have inhabited. The article is based on data collected over a two-year period from PLC transcripts, observational school visits and multiple in-depth interviews with the teacher. This article describes the constraints or ‘hardness’ of change as the teacher engages with his embodied pedagogical habitus which has developed over time. However, this article further argues that possibilities of embodied pedagogical adaptation and change exist in the reflexive, on-going dialogical space that a professional learning community offers.https://journals.ukzn.ac.za/index.php/joe/article/view/554Publisher's versio
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