Kathy Luckett
Dados Biográficos
| ID | 1500802 |
|---|---|
| NOME | Kathy Luckett |
| PRENOMES | Kathy |
| SOBRENOME | Luckett |
| ASSINATURA | LUCKETT K |
| AFILIAÇÕES | University of Cape Town |
| ORCID | 0000-0002-3544-4221 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 15 |
| TOTAL DE CITAÇÕES | 47 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1995 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 4 |
How real is the social realist sociology of education’s ‘social realism’
This paper compares conceptualizations of knowledge by critical and social realism on the one hand and the social realist school in the sociology of education on the other. Although both schools appeal to ontological realism and judgmental rationality to address a common concern – epistemic relativism – their understandings of these concepts are not well-aligned. Our concern in this paper is that this issue has been misunderstood in problematic w…
Good universities and critique
This Point of Departure conducted as a written conversation between the two authors focused on rethinking inherited notions of critique and our understandings of reason itself. The second author challenged the first author to pursue ideas from her book The Good University that deal with critique. In a context where reason itself is on trial, we argue that the modern university still has potential to generate critique and change in culture, self a…
Embodiment Matters in Knowledge Building
In this paper, we begin a conversation with educators invested in developing epistemic insight. We argue that generative artificial intelligence provides an opportunity to make a necessary corrective to our understanding of knowledge and knowledge building. The use of the metaphors of such as ‘human-as-machine’ has inadvertently promoted a reductive understanding of knowledge which has led to an impoverished version of higher education. In reduci…
Getting critical about critique in higher education
This Point of Departure ‘kicks off’ a process that we hope will elicit submissions for a Special Issue to mark the 30th anniversary of Teaching in Higher Education: Critical Perspectives. The theme
Racial discourses and colonial education policy
Motivated by critiques from black students during the protests (2015-2016), I trace continuities between the racialised discourses and knowledge regimes that justified colonial education policies and that of Education Development at a historically white South African university. First, I show how the University of Cape Town’s Humanities Education Development Programme racialised and misrecognised black students, despite attempted reforms. Secondl…
Beyond epistemology
In this Point of Departure, we build on the scholarship of Suellen Shay. Shay explored the nature of higher education, examining assessment and the relation between curriculum and knowledge structures across several disciplines. She drew on the work of Bernstein and in her later work responded to the calls for decolonisation. We first contextualise the work of Basil Bernstein and explain its attraction for scholars of education development in the…
Building knowledge for higher education
Possibilities and complexities of decolonising higher education
The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe. This book looks at decolonial work as praxis involving transformation at a range of levels from theoretical development, national policy, institutional policy and culture, academic discipline, programme, course, classroom, student and the self. Our authors argue that pr…
Confronting the complexities of decolonising curricula and pedagogy in higher education
Recent critiques voiced by students in both the Global South and North have turned attention to the ways in which higher education practices have been informed by, and continue to perpetuate, a series of assumptions that favour particular epistemological perspectives. Across the world, students have criticised universities for the content of their curricula, institutional cultures, and pedagogic practices that perpetuate the attainment gap and ex…
Reframing the curriculum
While acknowledging higher education’s complicity in inequality, the premise of this paper is that curriculum transformation can be one means of challenging and dismantling structural injustices towards the goal of equity of access and outcomes. Fraser’s multi-dimensional framework for social justice is drawn upon to explore what this transformation requires. The framework is used to critique a particular case of curriculum intervention, Educatio…
Responding to misrecognition from a (post)/colonial university
This article addresses the challenge of reclaiming higher education (HE) as a public good for building effective democracies. We use Bernstein’s model of pedagogic rights and Fraser’s model of social justice to develop a normative framework for discussing how universities in unequal societies might mitigate social injustice. Referring to recent student protests in South Africa, we show the extent of student anger and frustration at the misrecogni…
Disciplinarity in question
This paper contributes to understanding why curriculum design in a discipline with a horizontal knowledge structure is difficult, time‐consuming and contested. A previous paper on the same case study in one sociology department reported that students who had completed the general sociology major found it lacking in coherence. To illustrate the problem, I selected two third‐year sociology courses, Urban Studies and Diversity Studies, and set out t…
The development of agency in first generation learners in higher education
This paper reports on the findings of a formative evaluation of the mentorship support programme run by the Maskh'iSizwe Centre of Excellence for recipients of its bursaries. Learning theory traditions have typically been divided into those that prioritise individual cognition versus those that prioritise the context in which learning occurs. In both these traditions, the individual agent is dissolved. This paper interrogates the ontological assu…
The relationship between knowledge structure and curriculum
This article aims to address a theoretical question, ‘what is the relationship between knowledge structure and curriculum structure?’, by answering an empirical, context‐specific question, ‘what drives and legitimates the curriculum in one sociology department?’, with an emphasis on surfacing the ‘recontextualising rules’ at work in this particular institutional context. These questions were explored by conducting a case study in the wake of a de…
Teaching and Learning History as an Academic Discourse
The development of agency in first generation learners in higher education
This paper reports on the findings of a formative evaluation of the mentorship support programme run by the Maskh'iSizwe Centre of Excellence for recipients of its bursaries. Learning theory traditions have typically been divided into those that prioritise individual cognition versus those that prioritise the context in which learning occurs. In both these traditions, the individual agent is dissolved. This paper interrogates the ontological assu…
Reframing the curriculum
While acknowledging higher education’s complicity in inequality, the premise of this paper is that curriculum transformation can be one means of challenging and dismantling structural injustices towards the goal of equity of access and outcomes. Fraser’s multi-dimensional framework for social justice is drawn upon to explore what this transformation requires. The framework is used to critique a particular case of curriculum intervention, Educatio…
Confronting the complexities of decolonising curricula and pedagogy in higher education
Recent critiques voiced by students in both the Global South and North have turned attention to the ways in which higher education practices have been informed by, and continue to perpetuate, a series of assumptions that favour particular epistemological perspectives. Across the world, students have criticised universities for the content of their curricula, institutional cultures, and pedagogic practices that perpetuate the attainment gap and ex…
The relationship between knowledge structure and curriculum
This article aims to address a theoretical question, ‘what is the relationship between knowledge structure and curriculum structure?’, by answering an empirical, context‐specific question, ‘what drives and legitimates the curriculum in one sociology department?’, with an emphasis on surfacing the ‘recontextualising rules’ at work in this particular institutional context. These questions were explored by conducting a case study in the wake of a de…
Responding to misrecognition from a (post)/colonial university
This article addresses the challenge of reclaiming higher education (HE) as a public good for building effective democracies. We use Bernstein’s model of pedagogic rights and Fraser’s model of social justice to develop a normative framework for discussing how universities in unequal societies might mitigate social injustice. Referring to recent student protests in South Africa, we show the extent of student anger and frustration at the misrecogni…
Teaching and Learning History as an Academic Discourse
Teaching and Learning History as an Academic Discourse
The development of agency in first generation learners in higher education
This paper reports on the findings of a formative evaluation of the mentorship support programme run by the Maskh'iSizwe Centre of Excellence for recipients of its bursaries. Learning theory traditions have typically been divided into those that prioritise individual cognition versus those that prioritise the context in which learning occurs. In both these traditions, the individual agent is dissolved. This paper interrogates the ontological assu…
The relationship between knowledge structure and curriculum
This article aims to address a theoretical question, ‘what is the relationship between knowledge structure and curriculum structure?’, by answering an empirical, context‐specific question, ‘what drives and legitimates the curriculum in one sociology department?’, with an emphasis on surfacing the ‘recontextualising rules’ at work in this particular institutional context. These questions were explored by conducting a case study in the wake of a de…
Disciplinarity in question
This paper contributes to understanding why curriculum design in a discipline with a horizontal knowledge structure is difficult, time‐consuming and contested. A previous paper on the same case study in one sociology department reported that students who had completed the general sociology major found it lacking in coherence. To illustrate the problem, I selected two third‐year sociology courses, Urban Studies and Diversity Studies, and set out t…
Responding to misrecognition from a (post)/colonial university
This article addresses the challenge of reclaiming higher education (HE) as a public good for building effective democracies. We use Bernstein’s model of pedagogic rights and Fraser’s model of social justice to develop a normative framework for discussing how universities in unequal societies might mitigate social injustice. Referring to recent student protests in South Africa, we show the extent of student anger and frustration at the misrecogni…
Reframing the curriculum
While acknowledging higher education’s complicity in inequality, the premise of this paper is that curriculum transformation can be one means of challenging and dismantling structural injustices towards the goal of equity of access and outcomes. Fraser’s multi-dimensional framework for social justice is drawn upon to explore what this transformation requires. The framework is used to critique a particular case of curriculum intervention, Educatio…
Confronting the complexities of decolonising curricula and pedagogy in higher education
Recent critiques voiced by students in both the Global South and North have turned attention to the ways in which higher education practices have been informed by, and continue to perpetuate, a series of assumptions that favour particular epistemological perspectives. Across the world, students have criticised universities for the content of their curricula, institutional cultures, and pedagogic practices that perpetuate the attainment gap and ex…
Possibilities and complexities of decolonising higher education
The chapters in this book highlight the possibilities and complexities of putting decolonial theory to work in higher education in Northern and Southern contexts across the globe. This book looks at decolonial work as praxis involving transformation at a range of levels from theoretical development, national policy, institutional policy and culture, academic discipline, programme, course, classroom, student and the self. Our authors argue that pr…
Beyond epistemology
In this Point of Departure, we build on the scholarship of Suellen Shay. Shay explored the nature of higher education, examining assessment and the relation between curriculum and knowledge structures across several disciplines. She drew on the work of Bernstein and in her later work responded to the calls for decolonisation. We first contextualise the work of Basil Bernstein and explain its attraction for scholars of education development in the…
Building knowledge for higher education
Getting critical about critique in higher education
This Point of Departure ‘kicks off’ a process that we hope will elicit submissions for a Special Issue to mark the 30th anniversary of Teaching in Higher Education: Critical Perspectives. The theme
Racial discourses and colonial education policy
Motivated by critiques from black students during the protests (2015-2016), I trace continuities between the racialised discourses and knowledge regimes that justified colonial education policies and that of Education Development at a historically white South African university. First, I show how the University of Cape Town’s Humanities Education Development Programme racialised and misrecognised black students, despite attempted reforms. Secondl…
Good universities and critique
This Point of Departure conducted as a written conversation between the two authors focused on rethinking inherited notions of critique and our understandings of reason itself. The second author challenged the first author to pursue ideas from her book The Good University that deal with critique. In a context where reason itself is on trial, we argue that the modern university still has potential to generate critique and change in culture, self a…
Embodiment Matters in Knowledge Building
In this paper, we begin a conversation with educators invested in developing epistemic insight. We argue that generative artificial intelligence provides an opportunity to make a necessary corrective to our understanding of knowledge and knowledge building. The use of the metaphors of such as ‘human-as-machine’ has inadvertently promoted a reductive understanding of knowledge which has led to an impoverished version of higher education. In reduci…
How real is the social realist sociology of education’s ‘social realism’
This paper compares conceptualizations of knowledge by critical and social realism on the one hand and the social realist school in the sociology of education on the other. Although both schools appeal to ontological realism and judgmental rationality to address a common concern – epistemic relativism – their understandings of these concepts are not well-aligned. Our concern in this paper is that this issue has been misunderstood in problematic w…
Sociology (13 obras) · Global Educational Policies and Reforms (11 obras) · Political science (11 obras) · Pedagogy (10 obras) · Educational Theory and Curriculum Studies (9 obras) · Epistemology (7 obras) · Higher education (7 obras) · Psychology (7 obras) · Mathematics education (5 obras) · Philosophy (5 obras)