Subjects -> EDUCATION (Total: 2539 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2178 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2178 journals)            First | 4 5 6 7 8 9 10 11     

Showing 1801 - 857 of 857 Journals sorted alphabetically
Revista de Humanidades y Ciencias Sociales     Open Access  
Revista de Iniciação à Docência     Open Access  
Revista de Innovación y Buenas Prácticas Docentes     Open Access  
Revista de Investigación Educativa de la Escuela de Graduados en Educación     Open Access  
Revista de Investigación en Educación     Open Access  
Revista de Investigación, Desarrollo e Innovación     Open Access  
Revista de la Academia     Open Access   (Followers: 1)
Revista de la Educación Superior     Open Access  
Revista de la Escuela de Ciencias de la Educación     Open Access   (Followers: 1)
Revista de Produção Discente em Educação Matemática     Open Access  
Revista de Saúde Digital e Tecnologias Educacionais     Open Access  
Revista Debates Insubmissos     Open Access  
Revista del Centro de Investigacion. Universidad La Salle     Open Access   (Followers: 1)
Revista del Instituto de Investigaciones en Ciencias de la Educación (IICE)     Open Access   (Followers: 3)
Revista del Instituto de Investigaciones en Educación     Open Access   (Followers: 2)
Revista Diálogo Educacional     Open Access  
Revista Didasc@lia: Didáctica y Educación     Open Access  
Revista Digital Palabra     Open Access  
Revista Digital: Matemática, Educación e Internet     Open Access  
Revista do Lhiste : Laboratório de Ensino de História e Educação     Open Access   (Followers: 1)
Revista do Professor de Física / Physics Teacher Journal     Open Access   (Followers: 2)
Revista Docência do Ensino Superior     Open Access  
Revista Docencia Universitaria     Open Access  
Revista e-Curriculum     Open Access  
Revista Educação e Emancipação     Open Access  
Revista Educação e Políticas em Debate     Open Access  
Revista Educação em Questão     Open Access  
Revista Educação em Saúde     Open Access  
Revista Educação, Cultura e Sociedade     Open Access   (Followers: 1)
Revista Educativa : Revista de Educação     Open Access   (Followers: 1)
Revista Eixo     Open Access  
Revista Electronica Actualidades Investigativas en Educacion     Open Access   (Followers: 1)
Revista Electrónica de Conocimientos, Saberes y Prácticas     Open Access  
Revista Electrónica de Didáctica en Educación Superior     Open Access  
Revista electrónica de investigación educativa     Open Access   (Followers: 1)
Revista Electrónica de Investigación en Educación en Ciencias     Open Access  
Revista Electrónica de Investigación y Docencia     Open Access  
Revista Electrónica de LEEME     Open Access  
Revista Electronica Educare     Open Access   (Followers: 2)
Revista Eletrônica Acolhendo a Alfabetização nos Países de Língua Portuguesa     Open Access  
Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental     Open Access  
Revista Eletrônica Ludus Scientiae     Open Access   (Followers: 1)
Revista Ensino de Geografia (Recife)     Open Access  
Revista Ensino Interdisciplinar     Open Access  
Revista Espaço Pedagógico     Open Access  
Revista Española de Educación Comparada     Open Access  
Revista Eureka sobre Enseñanza y Divulgacion de las Ciencias     Open Access  
Revista Exitus     Open Access  
Revista Extensão e Cidadania     Open Access  
Revista Foro de Educación Musical, Artes y Pedagogía     Open Access  
Revista Fuentes     Open Access  
Revista Gestión de las Personas y Tecnología     Open Access  
Revista História da Educação - History of Education Journal     Open Access  
Revista Historia de la Educacion Latinoamericana     Open Access   (Followers: 2)
Revista Huellas     Open Access   (Followers: 2)
Revista Humanidades & Educação     Open Access   (Followers: 1)
Revista Iberoamericana de Educación     Open Access  
Revista Iberoamericana de Educación Superior     Open Access  
Revista Iberoamericana de Evaluación Educativa     Open Access  
Revista Infancia, Educación y Aprendizaje     Open Access  
Revista Insignare Scientia     Open Access  
Revista Integra Educativa     Open Access  
Revista Interamericana de Investigación, Educación y Pedagogía, RIIEP     Open Access  
Revista Intercâmbio     Open Access  
Revista Intercontinental de Psicologia y Educacion     Open Access  
Revista Internacional de Educação Superior     Open Access  
Revista Internacional de Educación Musical     Open Access  
Revista Internacional de Educación para la Justicia Social     Open Access  
Revista Intersaberes     Open Access  
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access   (Followers: 3)
Revista Investigium IRE : Ciencias Sociales y Humanas     Open Access   (Followers: 1)
Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época)     Open Access  
Revista Latinoamericana de Educación Inclusiva     Open Access   (Followers: 1)
Revista Latinoamericana de Estudios Educativos (Mexico)     Open Access  
Revista Latinoamericana de Etnomatemática     Open Access  
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access  
Revista Lusófona de Educação     Open Access  
Revista Magazine de las Ciencias     Open Access  
Revista Mexicana de Investigación Educativa     Open Access   (Followers: 3)
Revista Mexicana de Orientación Educativa     Open Access   (Followers: 1)
Revista Multi-Ensayos     Open Access   (Followers: 2)
Revista Multitexto     Open Access  
Revista Observatório     Open Access  
Revista Órbita Pedagógica     Open Access   (Followers: 1)
Revista Palobra     Open Access  
Revista Pedagogía Universitaria y Didáctica del Derecho     Open Access  
Revista Perspectivas     Open Access  
Revista Pilquen : Sección Psicopedagogía     Open Access  
Revista Portuguesa de Educação     Open Access  
Revista Portuguesa de Educação Artística     Open Access   (Followers: 3)
Revista Portuguesa de Investigação Educacional     Open Access   (Followers: 1)
Revista Psicopedagogia     Open Access  
Revista Publicando     Open Access   (Followers: 3)
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista Semana Pedagógica     Open Access  
Revista SIGMA     Open Access  
Revista Sul-Americana de Filosofia e Educação     Open Access  
Revista Tecnología, Ciencia y Educación     Open Access   (Followers: 1)
Revista Teias     Open Access  
Revista Textura     Open Access  
Revista Torreón Universitario     Open Access   (Followers: 2)
Revista Triângulo     Open Access  
Revista UNAH INNOV@     Open Access  
Revista UNIMAR     Open Access  
Revista UniVap     Open Access   (Followers: 1)
Revista Virtual Universidad Catolica del Norte     Open Access  
Revista Vivências em Ensino de Ciências     Open Access  
Revue de psychoéducation     Full-text available via subscription   (Followers: 2)
Revue des sciences de l'éducation     Full-text available via subscription  
Revue française de pédagogie     Open Access   (Followers: 6)
Revue internationale d'éducation de Sèvres     Open Access   (Followers: 1)
Revue internationale de pédagogie de l'enseignement supérieur     Open Access   (Followers: 1)
Revue internationale des technologies en pédagogie universitaire / International Journal of Technologies in Higher Education     Open Access   (Followers: 1)
Revue Marocaine de la Pensée Contemporaine     Open Access  
REXE. Revista de Estudios y Experiencias en Educacion     Open Access  
Ricerche di Pedagogia e Didattica. Journal of Theories and Research in Education     Open Access   (Followers: 3)
RIDAS. Revista Iberoamericana de Aprendizaje Servicio     Open Access  
RIDE : Revista Iberoamericana para la Investigación y el Desarrollo Educativo     Open Access   (Followers: 1)
RIED. Revista Iberoamericana de Educación a Distancia     Open Access   (Followers: 1)
RIESED : Revista Internacional de Estudios sobre Sistemas Educativos     Open Access  
RIV : Rassegna Italiana di Valutazione     Full-text available via subscription   (Followers: 1)
Rivista Italiana di Educazione Familiare     Partially Free  
Roeper Review     Hybrid Journal   (Followers: 4)
Romanian Journal for Multidimensional Education     Open Access  
Roteiro     Open Access  
RUDN Journal of Informatization in Education     Open Access  
RUDN Journal of Psychology and Pedagogics     Open Access  
Russian Education & Society     Full-text available via subscription   (Followers: 5)
Rwandan Journal of Education     Open Access  
Saber & Educar     Open Access   (Followers: 2)
Saberes : Revista interdisciplinar de Filosofia e Educação     Open Access  
Saberes y Prácticas : Revista de Filosofía y Educación     Open Access   (Followers: 4)
Sainsmat     Open Access  
SANE journal : Sequential Art Narrative in Education     Open Access   (Followers: 4)
Sasdaya : Gadjah Mada Journal of Humanities     Open Access   (Followers: 2)
Satya Widya     Open Access  
Scandinavian Journal of Educational Research     Hybrid Journal   (Followers: 8)
Scholarship of Teaching and Learning in Psychology     Full-text available via subscription  
SCHOLE : A Journal of Leisure Studies and Recreation Education     Hybrid Journal   (Followers: 1)
School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice     Hybrid Journal   (Followers: 13)
School Leadership & Management: Formerly School Organisation     Hybrid Journal   (Followers: 22)
School Leadership Review     Open Access   (Followers: 2)
School Psychology International     Hybrid Journal   (Followers: 5)
School Psychology Quarterly     Full-text available via subscription   (Followers: 8)
School Science and Mathematics     Hybrid Journal   (Followers: 4)
Schools : Studies in Education     Full-text available via subscription   (Followers: 6)
Science & Education     Hybrid Journal   (Followers: 23)
Science & Justice     Hybrid Journal   (Followers: 447)
Science Activities: Classroom Projects and Curriculum Ideas     Hybrid Journal   (Followers: 2)
Science and Knowledge in Focus     Open Access   (Followers: 1)
Science Education     Hybrid Journal   (Followers: 24)
ScienceRise : Pedagogical Education     Open Access  
Scientific Bulletin Melitopol State Pedagogical University. Series: Pedagogy     Open Access  
Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy     Open Access  
Scope : Journal of English Language Teaching     Open Access   (Followers: 1)
Screen Education     Full-text available via subscription   (Followers: 3)
Scripta Manent     Open Access  
Secretariado Executivo em Revist@     Open Access  
Sekolah Dasar : Kajian Teori dan Praktik Pendidikan     Open Access  
Seloka : Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 5)
Seminar.net     Open Access  
Seminars in Speech and Language     Hybrid Journal   (Followers: 41)
SFU Educational Review     Open Access   (Followers: 1)
Shanlax International Journal of Education     Open Access  
Shanlax International Journal of English     Open Access  
Signum Temporis. Journal of Pedagogy and Psychology     Open Access   (Followers: 1)
Sinéctica : Revista Electrónica de Educación     Open Access  
Sinéctica, Revista Electrónica de Educación     Open Access  
SIPATAHOENAN : South-East Asian Journal for Youth, Sports & Health Education     Open Access  
Sisyphus : Journal of Education     Open Access  
Skandinavisk tidsskrift for yrker og profesjoner i utvikling     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Social Education     Full-text available via subscription   (Followers: 5)
Social Psychology of Education     Hybrid Journal   (Followers: 5)
Social Studies and the Young Learner     Full-text available via subscription   (Followers: 4)
Social, Humanities, and Educational Studies (SHEs) : Conference Series     Open Access   (Followers: 1)
Sociology of Education     Hybrid Journal   (Followers: 40)
Solidarity : Journal of Education, Society and Culture     Open Access  
Sophía : Colección de Filosofía de la Educación     Open Access  
Sophia : Revista de investigaciones     Open Access  
Sophia Austral     Open Access   (Followers: 1)
Sosiaalipedagoginen Aikakauskirja     Open Access  
Sosio Didaktika : Social Science Education Journal     Open Access  
SosioHumanika: Jurnal Pendidikan Sains Sosial dan Kemanusiaan (Journal of Humanities and Social Sciences Education)     Open Access  
SourceOECD Education & Skills     Full-text available via subscription  
South African Journal of Childhood Education     Open Access   (Followers: 1)
South African Journal of Education     Open Access   (Followers: 2)
South African Journal of Higher Education     Open Access   (Followers: 5)
South-East Asian Journal of Medical Education     Open Access  
Southern African Journal of Environmental Education     Open Access   (Followers: 1)
Southern African Review of Education with Education with Production     Full-text available via subscription   (Followers: 2)
Spor Eğitim Dergisi     Open Access  
Sport Management Education Journal     Hybrid Journal   (Followers: 5)
Sport, Education and Society     Hybrid Journal   (Followers: 13)
SPORTIVE : Journal Of Physical Education, Sport and Recreation     Open Access   (Followers: 4)
Spreadsheets in Education     Open Access   (Followers: 1)
Sri Lanka Journal of Advanced Social Studies     Open Access   (Followers: 1)
Stamford Journal of English     Open Access   (Followers: 1)
Student Affairs Today     Hybrid Journal  
Student Aid News     Hybrid Journal  

  First | 4 5 6 7 8 9 10 11     

Similar Journals
Journal Cover
South African Journal of Higher Education
Number of Followers: 5  

  This is an Open Access Journal Open Access journal
ISSN (Print) 1011-3487 - ISSN (Online) 1753-5913
Published by Stellenbosch University Homepage  [14 journals]
  • Revitalising career counselling to foster career adaptability and
           resilience during change and turbulence : part 1 - editorial

    • Authors: J.G. Maree
      Abstract: The 21st century workplace - defined largely by the economic global meltdown in 2008 - is characterised by fundamental change and turbulence at a time when 'the digital revolution produces jobless work' (Savickas 2011a, 6). One way to address this situation is to update career counselling theory and practice. Career counselling theorists, practitioners, and researchers need to join hands to meet the career counselling requirements of their clients, including improving their career adaptability, helping them become (more) employable, and strengthening their career resilience. An active, positive approach to career counselling can help workers navigate repeated transitions in the midst of uncertainty, impermanence, despair, and the disappearance of structures that previously upheld a holding environment in the workplace. Hope must be restored in the hearts and minds of current and future employees, and decent work must be made accessible to all work seekers. According to the United Nations (UN 2006, 85): 'The Decent Work Agenda promotes access for all to freely chosen employment, the recognition of fundamental rights at work, an income to enable people to meet their basic economic, social and family needs and responsibilities and an adequate level of social protection for workers and their family members' (a definition adopted by the International Labour Organization in 1999). Decent work thus entails productive work for all workers in work environments that promote freedom, equity, security, and human dignity.
      PubDate: 2016-01-01T00:00:00Z
       
  • 'All's well that ends' : concluding a deanship : leading article

    • Authors: I. Eloff
      Abstract: This article presents an auto-ethnographic process of self-reflective writing during the transition period at the end of an academic deanship. As a career intervention strategy, the author adopted a self-guided process of writing based on the Schlossberg model for career transition. The article shows how self-reflective writing can craft a pathway for successful personal navigation towards the last phase of an academic leadership position. It focuses specifically on the latter part of a deanship, with the explicit intention of contributing to the relatively sparse literature on the exit phases of academic leadership positions. This article highlights the narratability of career counselling and the potential of autobiographicity to support career transition.
      PubDate: 2016-01-01T00:00:00Z
       
  • Reflective career dialogues

    • Authors: F. Meijers; R. Lengelle
      Abstract: Due to the challenges produced by the individualisation of society and the flexibilisation of employment relationships, universities are increasingly investing in career guidance. Managers, however, have little or no vision regarding guidance and counselling. In this article we make a plea for an approach in which students are enabled to develop a career identity (i.e. a story about the meaning of their lives) as a basis for self-directedness. Such stories emerge during a dialogue about felt experiences. Evidence is given that such dialogues are to a large degree absent in educational contexts. Universities are to a large extent 'disembodied' places where almost no room exists for emotions and felt experiences. Therefore, a work/learning environment is needed within universities that enables 'passionate self-directedness'. A short outline for creating such an environment is given.
      PubDate: 2016-01-01T00:00:00Z
       
  • Enabling resilience : shifting the intergenerational career expectations
           of South Africans challenged by structural disadvantage

    • Authors: L.C. Theron
      Abstract: South African adults who are challenged by structural disadvantage typically urge the younger generation to aspire toward investment in academic education that will potentiate a lucrative career. Young people are likely to be influenced and guided by such intergenerational social expectations, particularly when their choices are not moderated by career counselling interventions. This process is inherently dangerous, however, when structural impediments obstruct the likelihood of young people's achievement of what was anticipated. Accordingly, I use this position paper to sensitize career counsellors as to how narrow intergenerational career expectations are likely, in challenging the resilience of young people in disadvantaged communities, to raise the odds against their success, and to galvanise career counsellors toward lowering these odds. In particular, I propose that career counsellors envisage disadvantaged communities as their clients, and facilitate a shift in career knowledge and intergenerational career expectations.
      PubDate: 2016-01-01T00:00:00Z
       
  • Supporting student transitions : integrating life design, career
           construction, happenstance, and hope

    • Authors: J.J. Peila-Shuster
      Abstract: This article provides an integrated theoretical approach to conceptualize and support transitions of students in higher education towards their professional lives. The life design paradigm serves as a foundational anchor to the integration of career construction theory, happenstance learning theory, and hope theory. These theories are then applied to the 4S transition model to provide potential avenues for career counselors to follow in their work with students. It is imperative for career counselors to partner with students in higher education in learning how to successfully navigate transitions as they will face a multitude of them throughout their lives.
      PubDate: 2016-01-01T00:00:00Z
       
  • An interplay of self-efficacy in pursuit of a tertiary qualification : a
           case study of a black male

    • Authors: D. Alexander
      Abstract: This case study explores the perceptions of a middle-aged, previously disadvantaged South African male regarding his pursuit of a higher education qualification. A qualitative, exploratory, descriptive and contextual research design was used. A narrative inquiry, utilizing a semi-structured interview schedule was used to interview the participant. The themes that emerged centred on external and internal barriers that the participant perceived to impact on his pursuit of a higher education qualification. The career counselling intervention based on the Social Cognitive Career Theory as a form of a postmodern theoretical intervention appears to have been helpful to this participant.
      PubDate: 2016-01-01T00:00:00Z
       
  • Life orientation teachers' career development needs in Gauteng : are we
           missing the boat?

    • Authors: B.M. Diale
      Abstract: The constant changes in the Life Orientation (LO) curriculum in the past two decades has left LO teachers feeling overwhelmed by the complex nature of the subject, thus necessitating an urgent need for their development and enrichment. However, this has become a mammoth task, as indicated in the few studies that have explored LO teachers' career development needs. This article seeks to narrow this gap by addressing the career development needs of LO teachers in the Gauteng Province with the view of enabling them to effectively implement the Life Orientation curriculum. This article is based on a study that employed a qualitative design, which comprised individual and focus group interviews to elicit responses from a purposively selected group of LO teachers. Themes that emerged from the data analysis are, the need for formal training, the need for subject and content knowledge development, the need for support from key stakeholders, the need for resources, and the need for stability in the LO subject. These needs are embedded within the activity theory (AT). The results of this study indicate that an urgency exists to address the LO teachers' career needs in the constantly changing world of work.
      PubDate: 2016-01-01T00:00:00Z
       
  • Social career influences of Xhosa adolescents elicited using the systems
           theory framework in a peri-urban South African township

    • Authors: A.J. Albien; A.V. Naidoo
      Abstract: The present study describes social-level influences on black high school learners from a peri-urban township of career choices that were elicited using the qualitative career measure, My System of Career Influences (MSCI). The prominent influences on the career decision-making processes of isiXhosa-speaking adolescents included family, school and peer relationships, as well as media role models and cultural factors. While family support was salient, limited direct parental involvement in career planning was voiced. The school context provided rich examples of influences, such as subject mastery, that helped build self-efficacy beliefs and vicarious learning. In contrast, friends were described as both supportive and negative influences. Africentric narratives of overcoming hardship and adversity were explored that seemed to form resilient mechanisms strongly linked to a black racial identity. The reconciliation of 'western' career aspirations with rural cultural expectations in forming a coherent self-concept may be the greatest challenge in vocational identity development for black adolescents.
      PubDate: 2016-01-01T00:00:00Z
       
  • The value of the gap year in the facilitation of career adaptability

    • Authors: S. Rabie; A.V. Naidoo
      Abstract: This qualitative study examined the gap year experience of 11 first year Stellenbosch University students and its influence on the development of their adaptive career resources and preparedness. Phenomenological analysis was applied to data obtained through semi-structured interviews to identify overarching themes and subthemes within the data. This study found that engaging in a gap year facilitated formative personal growth and the acquisition of a variety of skills. These themes depicted increased career maturity and, in combination with an improved knowledge of the world of work, enabled the participants to construct a more confident identity and make informed career decisions. The findings indicate that a gap year appears to be useful for individuals to foster curiosity regarding future personal and career development and exercise career adaptability. This study signifies that a gap year can be utilised as a valuable life design opportunity for individuals to address career uncertainty and acquire a variety of skills to prepare them for subsequent formal study and career decision-making.
      PubDate: 2016-01-01T00:00:00Z
       
  • The usefulness of facilitating narrative career counselling with
           learner-athletes in a South African sport school

    • Authors: L.H. Human; M. Human
      Abstract: Psychologists can play an important role in supporting learner-athletes who opt to pursue dual careers by rendering services that are relevant to both the careers of learner-athletes. This study explored the usefulness of facilitating narrative career counselling with learner-athletes in a South African sport school as opposed to traditional career counselling, as the latter has shortcomings in addressing the needs of adolescents within a diverse South African context. Three participants from previously disadvantaged backgrounds were purposively selected for this study. Narrative career counselling by means of the Career Interest Profile (CIP) (Version 4) was used to facilitate the process. The usefulness of narrative career counselling was illustrated in meeting the career counselling goals of these learner-athletes. Furthermore, it was found that the CIP can deconstruct role engulfment, where either the learner-career or the athlete-career is accentuated at the cost of the other.
      PubDate: 2016-01-01T00:00:00Z
       
  • Career construction as a way of resolving career indecision

    • Authors: J.G. Maree
      Abstract: This article reports on the value of career construction counselling for a woman who was undecided about the career she should follow. The participant was purposefully selected from a number of people taking part in a career construction counselling course. An intrinsic, single case study design was adopted on the basis of a qualitative, interpretive paradigm. The Career Construction Interview (CCI) was used to collect qualitative data, and Savickas's eight-step strategy was followed to complete the participant's life portrait. The results suggest that the intervention helped the participant clarify and resolve her career indecision. Future research should focus on the use of this intervention in different contexts and on its longer term impact.
      PubDate: 2016-01-01T00:00:00Z
       
  • Critical posthumanism, new materialisms and the affective turn for
           socially just pedagogies in higher education : part 2 - editorial

    • Authors: V. Bozalek; M. Zembylas M. Zembylas
      Abstract: Critical posthumanism, new/feminist materialisms and the affective turn have a great deal in common with each other, and can be seen as similar perspectives with slightly different emphases in each framework, all focusing on: relational ontologies; a critique of dualisms; and engagements with matter and the non-human. Feminist thinkers such as Rosi Braidotti, Donna Haraway, Karen Barad, Elizabeth Grosz, Nancy Tuana, Vicky Kirby, Jane Bennett,and Stacey Alaimo, amongst others, have been identified both as critical posthumanists and new/feminist materialists, and have also contributed to ideas about the affective turn. Many of these scholars have been influenced by the work of Deleuze and Guattari and their notions of monism and vitalism, and have moved beyond the centrality of discourse and cartesian dualisms to incorporate a vision of human/nonhuman, body/mind, subject/object, nature/culture, matter/ meaning, continuity/discontinuity, beginning/returning and creation/renewal (Barad 2007) in their work.
      PubDate: 2016-01-01T00:00:00Z
       
  • Diffracting socially just pedagogies through stained glass

    • Authors: V. Bozalek; A. Bayat, V. Mitchell, S. Motala D. Gachago
      Abstract: This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 - a death that was unexpected yet a consequence of an iterative desire to end a troubled/ing life. The intensity of Theo's physical absence retains a vibrant presence and continues to intra-act with us as we consider socially just pedagogies. Theo's work lives on through memories, audio recordings and different forms of texts written by him, all representing his views of socially just pedagogy. Our entanglements with Braidotti's posthuman and Barad's diffractive methodologies shape our understandings of the past and present intra-actions with Theo in time and space. The generative process of our individual and collective becomings through Theo illustrate how the collaborative energy of co-constituted relationships contribute an affective response towards developing socially just pedagogies.
      PubDate: 2016-01-01T00:00:00Z
       
  • In pursuit of socially just pedagogies in differently positioned South
           African higher education institutions

    • Authors: B. Leibowitz
      Abstract: This article concerns itself with socially just pedagogies in South African higher education. It outlines key elements of new materialist and socio-materialist views on education, and how these views portray knowledge and learning. It briefly outlines what socially just pedagogies in higher education might mean within this worldview. The data on which the study is based comprise interview transcripts with ten lecturers at each of two higher education institutions one historically advantaged and one historically disadvantaged, in the South African historical and political context. The transcripts are discussed as an encounter between the author and the data, with an emphasis on those elements that produce and affective reaction. Institutional influence is discussed in relation to assemblages including: dimensions of space, time, discourse on teaching and learning, and material artefacts. The article concludes with a consideration of what agency, responsibility and freedom might entail under these conditions.
      PubDate: 2016-01-01T00:00:00Z
       
  • A diffractive exploration of affect : learning, research and teaching in
           obstetrics

    • Authors: V. Mitchell
      Abstract: Instances of abuse, neglect and disrespect to women in labour are not uncommon in South Africa's public health birthing facilities. These social injustices are surrounded by a pervasive silence that confronts undergraduate medical students in their first practical obstetrics rotation.In this article I draw on affect theory to explore how students engage with these unjust practices. Through a diffractive analysis I question how drawings can be used to elicit affect as a pedagogic device towards developing a socially just pedagogy in obstetrics. In this ethics-approved study I address three aspects of student learning. Firstly, the ways in which the medical curriculum appears to obfuscate affect. Secondly, how affect is entangled in student learning, complicating responses to unjust practices. Thirdly, how drawings as data-in-the-making have elicited students' affective responses to confront difficult curriculum encounters. This visual methodology is thus opening in/determinate educational spaces for activism against unjust practices.
      PubDate: 2016-01-01T00:00:00Z
       
  • The Anthropocene crisis and higher education : a fundamental shift

    • Authors: D. Carstens
      Abstract: This article seeks to address a fundamental shift that has occurred in reality; a displacement that requires us to critically account for the ways in which knowledge is both being produced and taught at universities. The recent re-naming of the current geological epoch after anthropos has some chilling implications for humans and the ecosystems on which their livelihoods depend. As pedagogues, the crisis of the Anthropocene demands that we make drastic interventions in the way we teach and in what we teach. My aim is to suggest ways in which Deleuzoguattarian schizoanalysis, intersecting as it does with critical posthumanism, the affective turn and the new materialisms, might assist us in this process of crafting socially and environmentally-just pedagogies that are relevant to the contemporary situation. In so doing, I will address some of the uncanny ethical, ontological, epistemological and affective configurations of these theoretical perspectives to show how these ideas may impact the curriculum of socially/environmentally just pedagogies and the practice of such pedagogies in higher education.
      PubDate: 2016-01-01T00:00:00Z
       
  • #Rhodes must fall : a posthumanist orientation to decolonising higher
           education institutions

    • Authors: K. Murris
      Abstract: Critical posthumanism focuses on difference, rather than identity, and queers humanist philosophy that has its roots in western metaphysics, which has had a strong humanist articulation since Descartes. Humanism centres on the autonomous adult self as sole source of knowledge production, and instils binaries that marginalise, divide and dichotomise the 'other' in age, race, ethnicity, ability and sexuality. Postcolonial theorising interrogates these power-producing binaries, but tends to retain the dominant western ontological binary between language and reality, thereby assuming that knowledge production is always mediated through the discursive and represented in human-made languages, keeping the material world at a distance. The key question is 'What is left out, forgotten or ignored by using the discursive apparatus of the social sciences only?'.Using Karen Barad's reading of quantum physics I propose a radically different and positive philosophical orientation towards decolonisation and a 'post'colonial future through a juxtaposition of a humanist and a posthumanist analysis of a series of photos I 'made' of the Cecil Rhodes's statue before it was removed from the University of Cape Town's campus. The question what it means to decolonise a university is not only epistemological, but also ontological and can remain radically open when we view meaning making as discursive and material, thereby doing justice to the agency of the nonhuman other.
      PubDate: 2016-01-01T00:00:00Z
       
  • The performativity of digital stories in contexts of systemic inequality

    • Authors: D. Gachago
      Abstract: Digital storytelling has entered Higher Education over recent years as a tool to engage diverse classrooms, harnessing the power of personal storytelling to establish affective connections across difference. This article reports on a digital storytelling project in the context of South African teacher education, where students reflected on a social issue in Education, as a means to understand systemic inequalities governing our classrooms. Moving beyond Butler's notion of performativity, towards an understanding of how both human and non-human matter can shape subjectivities as suggested by new materialist feminist authors such as Barad this study will explore how one student, her story and the audience are entangled in and across space and time. I will show how digital storytellers are both composer and composed: how within the digital story process, stories create the possibility for storytellers to experiment with new subjectivities that could become real with time and repeated performance but how these stories also act upon the storyteller based on the context the story is told in. I will also reflect on how our entanglements foreground the importance of an ethical and responsible engagement with the power of stories in the context of socially just pedagogies.
      PubDate: 2016-01-01T00:00:00Z
       
  • The ethics of becoming in a pedagogy for social justice. A posthumanist
           perspective

    • Authors: D. Postma
      Abstract: The spate of local (#Rhodesmustfall, #Feesmustfall) and global (such as Occupy, Arabspring) protest movements point to the multiple forms of exclusion that characterise late Capitalism. These exclusions are not only detrimental to the majority of humans, but also to the earth. The protests at higher education institutions are directed at institutional mechanisms and pedagogies that exclude the majority from meaningful participation in defining the social and environmental good. This article is a conceptual investigation into aspects of a posthuman pedagogy that aims to define notions of sociality and justice. A pedagogy of social justice does not simply aim at the inclusion of the marginalised in the social order, but queries the ways social ordering draws on an economy of lack and desire, the very resources of transformation. It is claimed that a posthuman perspective could do justice to the becoming of humans, nonhumans and earth. Particular aspects of a pedagogy of social justice are discussed such as desire, enjoyment; becoming and responsibility. It is argued that a focus on the production of desire through which students become minoritarian could enhance their power of differential becomings and their constructive engagement in the transformation of reality.
      PubDate: 2016-01-01T00:00:00Z
       
  • 'Entering the relation of movement and rest' : considering the state
           apparatus, becoming-woman and anarchism in socially just pedagogies

    • Authors: C. Gray van Heerden
      Abstract: Anarcho-feminist E. Moraletat (2009, 1) argues that feminism has moved everything but changed nothing. This statement intimates at least two ideas: 1) that feminism has gained some ground within existing structures; and 2) that structural violence against women has not changed in any radical way because the underlying regulatory regimes remain intact. Focusing on the philosophical collaboration between Gilles Deleuze and Félix Guattari, as well as feminist thought based on their work, I investigate the role of the State apparatus - i.e. dominant, regularising structures, practices, arrangements and relations, such as rights discourse - in order to interrogate the normative axis of current feminist theories and practices in higher education. Specifically, I yoke anarchism to Deleuze and Guattari's (1987, 232-309) notion of becoming-woman as a nomadic political praxis which takes into account embodied locations and historically embedded biological-symbolic-material conditions (Braidotti 1989; 2003; Grosz 1987) to explore what this might mean for socially just pedagogies in South Africa.
      PubDate: 2016-01-01T00:00:00Z
       
  • Decolonising the university curriculum : leading article

    • Authors: L. Le Grange
      Abstract: The student protests of 2015 precipitated a renewed interest in the decolonisation of the university in South Africa, and by association the decolonisation of the university curriculum. The decolonisation of the curriculum is an important conversation, and long overdue, given that the Western model of academic organisation on which the South African university is based, remains largely unchallenged. In this article I add to the conversation by discussing what decolonisation entails, why the need for decolonisation, the importance of rethinking how curriculum is conceived, and outlining some possible ways of decolonising the university curriculum. The purpose is not to provide a set of answers but to open up ways of (re)thinking the university curriculum.
      PubDate: 2016-01-01T00:00:00Z
       
  • A realist assessment of the implementation of blended learning in a South
           African higher education context

    • Authors: M.A. Abrahams; S. Witbooi
      Abstract: Opportunities for further studies by working adults came under threat as the University of the Western Cape stopped the offering of after-hours classes in most of its Faculties. Unqualified and under-qualified librarians were directly affected by this decision. This article outlines an assessment of the conceptualisation and implementation of an action research project initiated by the Division for Lifelong learning. Using a realist evaluation approach, the assessment focuses on the implementation of strategies aimed at showing how lifelong learning opportunities, conceptualised and provided in flexible ways, could support innovation in learning and teaching in order to enhance access and success to learning by working people in the context of the Library and Information Science Department.
      PubDate: 2016-01-01T00:00:00Z
       
  • Seven problems with the 'scarce skills' discourse in South Africa

    • Authors: D. Balwanz; S. Ngcwangu
      Abstract: The concept of 'scarce skills' features prominently in South Africa's national development discourse. Over the past decade, the 'scarce skills' concept has been used to frame debate about the relationship between post-school education and training and the economy. In this article, we compare education policy documents articulating 'scarce skills' perspectives with plans from four occupational sectors and general labour market data and analysis. In our analysis, we identify ideological, theoretical, conceptual and methodological limitations to the 'scarce skills' discourse. Each limitation contributes to a reduced and myopic understanding of the complex and dynamic relationship between post-school education and the economy. We conclude by sharing three arguments which post-school institutions could draw on to respond to the skills discourse.
      PubDate: 2016-01-01T00:00:00Z
       
  • The global ranking tournament : a dialectic analysis of higher education
           in South Africa

    • Authors: R. Dlamini
      Abstract: The unprecedented changes in the university, to homogenizing the principle of identity in association with the dominant class (world-class universities) supports a very limited conception of higher education. The mantras of global rankings have permeated South Africa's institutions of higher education, yet the rankings' constructs are subjective, and inadequate in nature. This article uses aspects of Jurgen Habermas's 'Critical Theory of Societal Development' as its lens to account for the implications of South African universities joining the 'super-league' universities. The efforts being made to achieve a kind of iconic status are contradictory to making education a bridge to achieve equality.
      PubDate: 2016-01-01T00:00:00Z
       
  • Why students drink : a study of South African university students'
           drinking behaviour

    • Authors: R. Du Preez; C.D. Pentz B.W. Lategan
      Abstract: Little is known about the drinking behaviour of South African university students and education and prevention campaigns are not necessarily based on scientific research results. To change drinking behaviour, it is important to address the drinking motives, alcohol outcome expectancies, and alcohol-related behaviour that hold valence in education and prevention campaigns. The purpose of this study was to gain insight into the drinking behaviour of South African university students, and to make recommendations towards the development of persuasive communications that will address drinking motives and alcohol outcomes. The measurement instruments used in the study included the Alcohol Use Disorder Identification Test (AUDIT), the Drinking Expectancy Questionnaire Revised (DEQ-R), and the Drinking Motives Questionnaire Revised (DMQ-R). Data (n=474) were collected from university students from a single campus in South Africa. The data analyses included independent sample t-tests, ANOVA and partial least squares modelling. The results indicate that students expect an element of tension reduction and an increase in sexual interest when consuming alcohol and that they primarily drink for social and enhancement motives. The influence of positive alcohol outcome expectancies on drinking behaviour is mediated by social and enhancement motives. The study's findings can be used by universities to develop effective education and responsible drinking programmes.
      PubDate: 2016-01-01T00:00:00Z
       
 
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