1,720,997 research outputs found
Re-positioning university governance and academic work
No full text"This book examines changing ways that academic work is governed - from outside and inside universities - in the shifting social, cultural and political contexts of new times. Chapters trace developments in institutions, national sectors, and internationally - all applying a global scope to identify significant shifts in the broader conditions of university operation. Attention is given to governance processes across all key domains of academic work: teaching, research, leadership, management and institutional organisation. Key trends are analysed, including risk management, audit culture, league tables, techniques of accountability, and more. These investigations bring forth re-conceptions of university 'governance' as involving increasingly distributed and networked arrays of mechanisms, affecting academic work practices, relations, values, emotional labours and identities." - back cover
Pursuing a problematic-based curriculum approach for the sake of
Get PDFThis article envisions, and argues for, what I call a problematic-based curriculum approach (PBCA) in which students work with/on knowledge in relation to local lifeworld problems that matter. In the process, students and teachers would extend curriculum work beyond school walls, engaging with diverse knowledgeable actors – ‘lay’ and ‘expert’ – in relation to mattering problems. In outlining PBCA, I draw significantly on Vygotskyan thought, including the Funds of Knowledge approach to curriculum design, and on Isabelle Stengers’ pragmatist arguments for a proactive politics of knowledge in which ‘expertise’ proliferates. The article also contrasts PBCA with the Social Realist approach to curriculum (SR) that underpins South Africa’s Curriculum and Assessment Policy Statements (CAPS). In this contrast, I argue that SR/CAPS is re-formative, whereas CPBA would be trans-formative in Nancy Fraser’s sense of “chang[ing] the deep grammar” that frames curriculum, towards robust and vitally needed social-educational justice
Governing Australia's Universities: The Managerial Strong-Arming of Academic Agency
No full textThrough performance criteria tied to funding
mechanisms, the Australian federal government
exerts unprecedented degrees of control over
resource-starved universities, submitting them to
accountability demands and ‘market’ logics. A result
has been severe decline in the autonomy not only of
universities from external governance, but of
academic staff from internal university governance.
Ascending modes of managerial governance –
associated with corporatising trends in many public
sector institutions – are especially pernicious in the
Australian university sector. As senior executives
become more muscular, there is concomitant
weakening of traditional governance bodies, such
as academic boards, and even some powers of
councils to whom managers are accountable. In
consequence – as analysed in this article – academic
working lives are regulated increasingly less by
‘representative’ bodies and processes, and more
through everyday regimes of practice and relation
that induce subconscious mentalities – tacitly
internalised self-governing principles – which
Foucault accordingly calls governmentalities. This
paper explores how certain govern-mentalities
emerge from strong-handed managerialism; how they
are underpinned by institutionalised bullying; and
how they operate to weaken the autonomy and agency
of academics, channelling their practices and muting
critical-ethical resistance
Dark funds of knowledge, deep funds of pedagogy: exploring boundaries between lifeworlds and schools
No full textAmong social justice efforts to make curriculum more engaging and achieving for ‘less advantaged’ learners, the Funds of Knowledge (FoK) approach, as developed by Moll, Gonzalez and associates (Gonzalez, Moll, & Amanti, 20054. Buck , P. and Sylvester , P.S. 2005 . “ Preservice teachers enter urban communities: Coupling funds of knowledge research and critical pedagogy in teacher education ” . In Funds of knowledge: Theorizing practices in households, communities and classrooms , Edited by: Gonzalez , N. , Moll , L.C. and Amanti , C. 213 – 232 . Mahwah, NJ : Lawrence Erlbaum Associates .
View all references; Moll, Amanti, Neff, & Gonzalez, 199210. Moll , L. , Amanti , C. , Neffe , C. and Gonzalez , N. 1992 . Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms . Theory into Practice , 32 ( 2 ) : 132 – 141 .
[Taylor & Francis Online]
View all references), offers sound conception and a track-record. The Redesigning Pedagogies in the North project (RPiN) significantly embraced this approach (with some methodological differences). In this paper I first outline how curriculum designed around funds of knowledge with use-value in learners’ lifeworlds challenges the exchange-value power by which competitive academic curriculum selectively privileges cultural capital embodied in elite social-structural positions. I then draw on both RPiN data and FoK literature to examine problematic tendencies to build curriculum around (1) light (i.e. positive) but not dark knowledge from learners’ lifeworlds; and (2) knowledge contents but not ways of knowing and transacting knowledge (funds of pedagogy). In exploring these problem spots, I analyse how systemic boundaries between lifeworlds and schools pose constraints for recontextualising funds of knowledge into school curriculum
Pursuing a problematic-based curriculum approach for the sake of social justice
Get PDFCITATION: Zipin, L. 2017. Pursuing a problematic-based curriculum approach for the sake of social justice. Journal of Education, 69:68-92.The original publication is available at https://journals.ukzn.ac.za/index.php/joe/This article envisions, and argues for, what I call a problematic-based curriculum approach
(PBCA) in which students work with/on knowledge in relation to local lifeworld problems
that matter. In the process, students and teachers would extend curriculum work beyond
school walls, engaging with diverse knowledgeable actors – ‘lay’ and ‘expert’ – in relation
to mattering problems. In outlining PBCA, I draw significantly on Vygotskyan thought,
including the Funds of Knowledge approach to curriculum design, and on Isabelle Stengers’
pragmatist arguments for a proactive politics of knowledge in which ‘expertise’ proliferates.
The article also contrasts PBCA with the Social Realist approach to curriculum (SR) that
underpins South Africa’s Curriculum and Assessment Policy Statements (CAPS). In this
contrast, I argue that SR/CAPS is re-formative, whereas CPBA would be trans-formative in
Nancy Fraser’s sense of “chang[ing] the deep grammar” that frames curriculum, towards
robust and vitally needed social-educational justice.https://journals.ukzn.ac.za/index.php/joe/article/view/426Publisher's versio
Dark funds of knowledge, deep funds of pedagogy: exploring boundaries between lifeworlds and schools
No full text- …
