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Decolonising Knowledge and Knowers
Decolonising Knowledge and Knowers contributes to the current struggles for decolonising education in the global South, focusing on the highly illuminating case of South African higher education. Galvanised by #FeesMustFall and #RhodesMustFall student protests, South Africa has seen particularly intense and broad social engagement with debates over decolonising universities. However, much of this debate has been consumed with definitions and meanings. In contrast, Decolonising Knowledge and Knowers shows how conceptual tools, specifically from Legitimation Code Theory, can be enacted in research and teaching to meaningfully work towards productive decolonisation. Each chapter addresses a key issue in contemporary debates in South African higher education and show how practices concerning knowledge and knowers are playing a role, drawing on quantitative and qualitative research, praxis, and interdisciplinary research.
Enhancing Science Education
This book helps meet an urgent need for theorized, accessible and discipline-sensitive publications to assist science, technology, engineering and mathematics educators. The book introduces Legitimation Code Theory (LCT) and demonstrates how it can be used to improve teaching and learning in tertiary courses across the sciences. LCT provides a suite of tools which science educators can employ in order to help their students grasp difficult and dense concepts. The chapters cover a broad range of subjects, including biology, physics, chemistry and mathematics, as well as different curriculum, pedagogy and assessment practices. This is a crucial resource for any science educator who wants to better understand and improve their teaching.
Demystifying Critical Reflection
Drawing on Legitimation Code Theory (LCT), this volume reveals the knowledge practices and language of critical reflection in a range of different subjects, making clear how it can be taught and learned Critical thinking is widely held to be a key attribute required for successfully living, learning and earning in modern societies. Universities now list critical thinking as a key graduate quality and use ‘critical reflection’ as a way of teaching students how to become reflective and ethical professionals. Yet, what ‘critical reflection’ actually involves remains vague in research, teaching practice, and assessment. Studies draw on LCT, a fast-growing framework for revealing the know...
Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation
Higher education in post-apartheid South Africa was always likely to attract academic interest, and yet there remains a dearth of research on creating teaching and learning spaces suitable for students from diverse backgrounds. Using examples from higher education institutions across the Southern African Developing Community (SADC) region, this volume explores the ways teaching and learning spaces are being used to advance the transformation agenda of higher education in these regions, and provides concrete recommendations for the future. The book is sure to appeal to academics from a variety of disciplines - from African, African American and ethnic studies to education and sociology. It will be of particular interest to teacher trainers, administrators and policy-makers working in higher education, and anyone else with a stake in managing cultural diversity in education.
The Routledge Companion to Postcolonial and Decolonial Literature
Working within a global frame, The Routledge Companion to Postcolonial and Decolonial Literature considers postcolonial and decolonial literary works across multiple genres, languages, and both regional and transnational networks. The Companion extends beyond the entrenched hegemony of the postcolonial or Anglophone novel to explore other literary formations and vernacular exchanges. It foregrounds questions of language and circulation by emphasizing translation, vernacularity, and world literature. This text expands the linguistic, regional, and critical foci of the emergent field of decolonial studies, pushing against the normative currents of postcolonial literary studies, and offers a critical consideration of both. The volume prioritizes new literatures and critical theories of diasporas, borderlands, detentions, and forced migrations in the face of environmental catastrophe and political authoritarianism, reframing postcolonial/decolonial literary studies through an emphasis on multilingual literatures. This will be a crucial resource for undergraduate and graduate students of postcolonial and decolonial studies.
Academic Staff Development
Academic Staff Development: Disruptions, Complexities, Change (Envisioning New Futures) by Nalini Chitanand and Shoba Rathilal delves into the transformative journey of academic staff development. This collection is prompted by the magnification of the challenges faced by higher education institutions during COVID-19, particularly in South Africa and the Global South, and explores the critical role of academic staff development in navigating crises. With a reflexive approach and insights from diverse disciplines, the book extends beyond traditional models, offering new perspectives and possible contributions to postgraduate education, community engagement, and the broader academic role. A timely and insightful contribution, this book propels the evolving field of academic staff development into new horizons, fostering resilience, creativity, innovation, and holistic growth in higher education, for transformative and sustainable experiences.
The Bloomsbury Handbook of Student Voice in Higher Education
This handbook brings together scholarship from various subfields, disciplinary traditions, and geographic and geopolitical contexts to understand how student voice is operating in different higher education dimensions and contexts around the world. The handbook helps not only to map the range of student voice practices in college and university settings, but also to identify the common core elements, enabling conditions, constraints, and outcomes associated with student voice work in higher education. It offers a broad understanding of the methodologies, current debates, history, and future of the field, identifying avenues for future research.
Decolonising Curricula and Pedagogy in Higher Education
This book brings together voices from the Global South and Global North to think through what it means, in practice, to decolonise contemporary higher education. Occasionally, a theoretical concept arises in academic debate that cuts across individual disciplines. Such concepts – which may well have already been in use and debated for some time - become suddenly newly and increasingly important at a particular historical juncture. Right now, debates around decolonisation are on the rise globally, as we become increasingly aware that many of the old power imbalances brought into play by colonialism have not gone away in the present. The authors in this volume bring theories of decoloniality...
Turning Access into Success
Teaching is crucial for supporting students’ chances of success in higher education, yet often makes limited use of theory to foster contextualized, systemic understandings of access and success. Theorized yet practical ways of empowering university educators are needed to develop their practices and turn access into success for their students. This book harnesses Legitimation Code Theory ‘LCT’ to inspire university educators to understand, reimagine and create socially just teaching and learning practices. Chapters bring this powerful theory to bear on real-world examples of curriculum design, inclusive practices, cumulative learning, assessment practices, and reflection. Each chapter guides the reader through these cutting-edge ideas, illustrates how they can make real differences in practice, and sets out ways of thinking that educators integrate those ideas into practice. The outcomes will help students access the powerful knowledge and ways of knowing they need for success in higher education.
Teaching Science
Science has never been more important, yet science education faces serious challenges. At present, science education research only sees half the picture, focusing on how students learn and their changing conceptions. Both teaching practice and what is taught, science knowledge itself, are missing. This book offers new, interdisciplinary ways of thinking about science teaching that foreground the forms taken by science knowledge and the language, imagery and gesture through which they are expressed. This book brings together leading international scholars from Systemic Functional Linguistics, a long-established approach to language, and Legitimation Code Theory, a rapidly growing sociological...
