Curricular change for social justice
Teaching science by drawing on students’ lived rural home experiences in higher education
Datos Bibliográficos
| ID | 13080378 |
|---|---|
| Autores | Nkosinathi Emmanuel Madondo (0000-0001-6592-6750, Mangosuthu University of Technology, autor de correspondencia) |
| Año | 2021 |
| Fecha de publicación | 2021-01-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Critical Studies in Teaching and Learning (JOURNAL) |
| Identificadores de la revista | ISSN: 2310-7103 • E-ISSN: 2310-7103 |
| Editorial | University of the Western Cape Library Service (PUBLISHER) |
| DOI | 10.14426/cristal.v9i2.1802 |
| OpenAlex | W4391666874 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 30 |
he likely presentation of scientific knowledge as faithful copies of reality, as well as orderly activitiesfrom science textbooks,could lead novice students in the field of science to believethat the learning of scientific concepts such asaccuracy,precision,and methods such as observations, among others, may only take place in the classroom. Contrary to how scientificconcepts and methods are normally presented by means of empirical qualitative data, in this article, I argue that the abovementioned concepts and methods are likely to be encountered in the local rural home environments of students. Data was sourced from focus group interviews that were conducted with second-year science students at one of the historically white and privileged institutions in South Africa. This article aims to contribute in theoretically informed ways in terms of enhancing equity of success and social justice in the field of science in higher education. Social justice issues were conceptualized through Nancy Fraser’s normative framework of social justice. From this understanding,an argument is put forwardthat a sociological framework of critical realism and social realism hasthe potential to draw the scientific world into the social world. From this sociological framework, it is possible to develop an understanding of students’ prior experience and to draw onit in the classroom for better educational outcomes
Lived experience · Medical education · Pedagogy · Social justice · Social science · Sociology · Diverse Educational Innovations Studies · Education Systems and Policy · Indigenous and Place-Based Education · Medicine · Psychology
Empire, Global Coloniality and African Subjectivity
Literacy in Theory and Practice
Ways with Words
Epistemologies of the South
Social Justice in the Age of Identity Politics
Coloniality of Power, Eurocentrism, and Latin America
Designing qualitative research
The Possibility of Naturalism
Decolonisation of higher education
Understanding higher education
Advancing a social justice agenda in health professions education
Thinking through the Decolonial Turn
(De)coloniality and South African academe
Decolonizing the university
Negotiating university ‘equity’ from Indigenous standpoints
Citizenship, Social Justice and Curriculum
Deconstructing and reconstructing lives
You have to change, the curriculum stays the same’
Transitions from rural contexts to and through higher education in South Africa
Analysing teaching–learning interactions in higher education
Being Human
Reframing Justice in a Globalizing World
Applying critical realism in qualitative research
Critical realism in empirical research
A Realist Theory of Science
Reclaiming reality—a critical introduction to contemporary philosophy
Culture and agency
Vertical and Horizontal Discourse
Analysing an audit cycle
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 0,25 |
| Intervalo de citas | 2022 - 2022 (1) |
| Velocidad de citación | historical |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |