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Transforming transformation in research and teaching at South African universities
No full textCITATION: Pattman, R. & Carolissen, R. (eds) 2018. Transforming transformation in research and teaching at South African universities. Stellenbosch: SUN PReSS, doi:10.18820/9781928480075.The original publication is available at https://africansunmedia.store.it.si/zaWhat is transformation in contemporary South African higher education? How can it be facilitated through research and pedagogic practices? These questions are addressed in this edited collection by established academics and emerging research students from nine South African universities. The chapters give us access to students’ worlds; how they construct, experience and navigate their complex spheres, on and off campus.Towards a New Sociology of Higher Education: South African offerings / Crain Soudien; 1 Transforming Transformation in
Research and Teaching at South African Universities: An introduction / Rob Pattman & Ronelle Carolissen; 2 Transformation as Freedom: Confronting ‘unfreedoms’ in
students’ lives Merridy Wilson-Strydom / 3 Is University Transformation about Assimilation into Slightly Tweaked Traditions? /Kopano Ratele; 4 ‘This Revolution has Women,
Lesbians and Gays, Queers and Trans Bodies. Remember That!’ / Finn Reygan; 5 Location and Dislocation: Spatiality and transformation in higher education / Kerryn Dixon & Hilary Janks; 6 ‘Why Did You Choose to Sit Here?’: Interviews with people in same-race friendship groups at Stellenbosch University / Michelle Duncan; 7 The Writing on the Toilet Wall: Researching graffiti conversations in women student toilets at
Stellenbosch University / Naledi Yaziyo; 8 Out of Sight: Beyond these walls, inside this machine / Mohammad Shabangu & Ianne Currie; 9 The Fall of Rhodes: A photovoice investigation into institutional culture and resistance at UCT / Shose Kessi; 10 A ‘Home for All’?: How gay, lesbian and bisexual students experience being ‘at home’ in university
residence life /Chipo Munyuki, Louise Vincent &
Emmanuel Mayeza; 11 Feeling at Home or Not at Home: Negotiating gender, sexuality and race in residences in an historically white university in South Africa / Megan Robertson & Rob Pattman; 12 Everything and the Kitchen Sink’: Being ‘at Home’ in South African universities / Jill Bradbury & Jude Clark; 13 ‘We Have no Faces’: The intersectional positionality
of black South African women in STEM fields / Sabrina Licardo; 14 Constructing Heterosex: Examining male university students’ depictions of (hetero)sexuality in their talk of rape in South Africa / Brittany Everitt-Penhole &
Floretta Boonzaier; 15 ‘Doing Gender’ on Campus: Students’ experiences of normative practices of heterosex in South
African higher educational contexts and some critical reflections on dominant responses / Tamara Shefer; 16 Disability and Higher Education in South Africa: Political responses and embodied experiences / Emma McKinney, Heidi Lourens & Leslie Swartz; 17 ‘Silence is Violence’: Claiming voice for disability in higher education transformation / Rose Richards, Bongani Mapumulo & Leslie Swartz; 18 To Do Difference Differently: Intervening at the intersection of institutional culture and the curriculum / Christi van der Westhuizen; 19 ‘Gender Equality is a Human Problem’: Teaching men and masculinities in a South African undergraduate classroom / Lindsay Clowes; 20 Gender, Violence and the First‑Year Curriculum / Crispin Hemson,
Ndumiso Daluxolo Ngidi, Nomkhosi Xulu-Gama & Nokuthula Magudulela; 21 Performing Transformation: Exploring the contribution of the InZync poetry sessions to sociocultural transformation in Stellenbosch / Pieter Odendaal; 22 Transforming the Intellectual: Open Stellenbosch and the use
of social media / Vanessa Mpatlanyane; 23 Whiteness, Afrikaans Language Politics and Higher Education Transformation at Stellenbosch University / Kees van der Waal & Monica du Toit; 24 Negotiating Belonging through Language, Place and Education: An auto-ethnography / Ronelle Carolissen; 25 Rhodes Had to Fall, but King George Still Stands: Two South African universities compared / Stephanie Rudwick; 26 Standard Disruption: Transformation and language use in places of learning / Adam Cooper; 27 Transformation as a Matter of State rather than Degree: Thinking beyond desegregation / Chana Teegerhttps://africansunmedia.store.it.si/za/book/transforming-transformation-in-research-and-teaching-at-south-african-universities/491508Publisher's versio
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
Investigating student memories of cross racial mixing in a postgraduate sociology class in a South African university
Get PDFThe paper reports on a pedagogic and research initiative which I introduced in apostgraduate sociology course on Youth, Childhood and Gendered Identities which I taughtat the University of KwaZulu-Natal. This involved students participating in CollectiveMemory Work: choosing, writing and telling a story in class relating to their youth orchildhoods (from their early to very recent years) about themes which were selected by theclass, and then collectively and critically reflecting on these. The aim of this initiative wasto explore and compare constructions and experiences of youth and childhood of differentmembers of the group. The paper focuses on stories students told on one of the selectedthemes: cross racial mixing. Four stories are selected for closer thematic and narrativeanalysis. The paper reports on the collective discussions which were held after all thestories had been read, and the kinds of questions raised in these about the shape, form andcontent of the different stories and the nature and status of memories
Researching student identities and addressing AIDS in Botswana and Zimbabwe institutions of higher learning
No full textThe AIDS pandemic in southern Africa has made the development of sex educational programmes a matter of urgency. These should not be aimed simply at school children but students in the tertiary sector as well. Sex/AIDS education must be informed, I contend, by qualitative research on student identities, and should encourage students to reflect upon themselves and the gendered identities they inhabit in their everyday lives. In this paper I try to demonstrate the kind of qualitative research I have in mind by reporting on interview based research I conducted on student cultures at the University of Botswana. I argue that popular ways of constructing and categorising men and women students may facilitate the spread of HIV/AIDS. I conclude by discussing appropriate sex educational strategies and activities aimed at encouraging critical self reflection
Investigating student memories of cross racial mixing in a postgraduate sociology class in a South African unicersity
Get PDFCITATION: Pattman, R. 2012. Investigating student memories of cross racial mixing in a postgraduate sociology class in a South African unicersity. Journal of Education, 54, doi:10.17159/2520-9868/i54a01.The original publication is available at https://journals.ukzn.ac.zaThe paper reports on a pedagogic and research initiative which I introduced in a postgraduate sociology course on Youth, Childhood and Gendered Identities which I taught at the University of KwaZulu-Natal. This involved students participating in Collective Memory Work: choosing, writing and telling a story in class relating to their youth or childhoods (from their early to very recent years) about themes which were selected by the class, and then collectively and critically reflecting on these. The aim of this initiative was to explore and compare constructions and experiences of youth and childhood of different members of the group. The paper focuses on stories students told on one of the selected themes: cross racial mixing. Four stories are selected for closer thematic and narrative analysis. The paper reports on the collective discussions which were held after all the stories had been read, and the kinds f questions raised in these about the shape, form and content of the different stories and the nature and status of memories.https://journals.ukzn.ac.za/index.php/joe/article/view/2256Publisher's versio
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