A Critical Self-reflection on Theorising Education Development as ‘Epistemological Access’ to ‘Powerful Knowledge’

Luckett, Kathy

doi:10.29086/2519-5476/2019/v26n2a3

Cited by 8 publications

(5 citation statements)

References 33 publications

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“…We are interested in being/knowing and how these intersect on the course and ultimately contribute to students reconfiguring knowledges. Our conceptualisation of epistemic access resonates with the work of Luckett (2019) who argues for the importance of broadening "the concept of 'epistemological access' to include sociocultural and ontological access and taking into account the effects of our own positionality and institutional roles" (Luckett 2019, 55). We are interested in giving students access to multiple knowledges and opportunities for reconfiguring knowledge.…”

Section: A Critical Dialogic Approach and Epistemic Accessmentioning

confidence: 83%

Postgraduate pedagogy in pandemic times: Online forums as facilitators of access to dialogic interaction and scholarly voices

Mendelowitz

Fouche

Reed

et al. 2022

SAJHE

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In 2020, when the switch to remote teaching and learning required redesigning asynchronous on-line versions of face-to-face courses, we were concerned about whether access to engaged and dialogic learning could be facilitated in this new space. In attempting to address this concern we asked students in a B Ed Honours course to post, in an online forum, their reflective responses to weekly readings and to each other’s posts. This discussion forum became the engine of the course. With their permission, the posts of students in the 2021 cohort, together with their summative reflective reading response assignment, were analysed in order to understand different kinds of dialogic interactions and their affordances for reducing the potential alienation of asynchronous learning. One of the key findings that emerged from this analysis is the role of dialogic interaction in facilitating the development of personal, professional and scholarly voices which contributed to epistemic access. Our analysis was informed by the theoretical work of Bakhtin on the dialogic and by theoretical and empirical work of scholars in the field of critical pedagogies. We use examples from the writing of a ‘stronger’ and a ‘weaker’ student to illustrate how students negotiated roles and positions for themselves by appropriating and using the textual resources available on the forum. We argue for the value of sustained practice in ‘writing about reading’, of reading each other’s writing and of ‘writing back’ to one another on-line, for the gradual acquisition of a range of confident voices and for enhanced understanding of module content.

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Section: A Critical Dialogic Approach and Epistemic Accessmentioning

confidence: 83%

Postgraduate pedagogy in pandemic times: Online forums as facilitators of access to dialogic interaction and scholarly voices

Mendelowitz

Fouche

Reed

et al. 2022

SAJHE

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“…The #FeesMustFall protests and associated movements urged us to recognise that many approaches to transformation, including the formation of ECPs, have done little to acknowledge the legacies that colonial modes of thinking have had, and continue to have, on the everyday lived experiences of students in spaces that still feel alienating to them. Similarly, Luckett's (2019) postcolonial critique of ECPs highlights that, despite best efforts aimed at diversity and inclusivity, these programmes not only segregate students into separate, remedial spaces, but result in the discursive construction of ECP students in a way that is in opposition to "the norm" (or "the mainstream") and through deficit discourses and in deficit terms such as "disadvantaged" or "underprepared". When viewed through a postcolonial lens, ECPs can also be likened to the type of education endeavour offered by the colonial powers who sought to civilise "the natives" in order to make them fit for modernity (Luckett, 2019, p. 41).…”

Section: Discussionmentioning

confidence: 99%

“…I, myself, have made this mistake (see Bernard, 2015). However, the recent #FeesMustFall protests highlighted that many approaches to transformation have been superficial at best, and extremely problematic at worst (Luckett & Naicker, 2019;Luckett, 2019). This is because they have done little to acknowledge the legacies that colonial modes of thinking have had, and continue to have, on the everyday lived experiences of students in spaces that still feel alienating to them.…”

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confidence: 99%

“…These support modules aim to develop numeracy, literacy and other skills in order to make the discourses of the disciplines more explicitthus to grant 'epistemological access' to disciplinary knowledge. However, in a powerful contribution towards understanding ECPs and the impact they have on the experiences of students, Luckett (2019) offered a postcolonial critique of these programmes. This means that, rather than adopting the normalised developmental and modernist paradigm which portray ECPs "as a liberal anti-apartheid project motivated by a concern for equity and social justice" Luckett (2019, p. 41) reframes them "as a modernising project within a developmentalist paradigm".…”

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confidence: 99%

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From Didactics to Datafication: A Critical Reflection on Virtual Learning Environments and the Production of Space

Bernard

2021

Journal for Students Affairs in Africa

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When writing about transformation in higher education (HE) in South Africa, it is quite popular to mention the fall of apartheid, and perhaps also 1994, as a starting point for significant change. I, myself, have made this mistake (see Bernard, 2015). However, the recent #FeesMustFall protests highlighted that many approaches to transformation have been superficial at best, and extremely problematic at worst (Luckett & Naicker, 2019; Luckett, 2019). This is because they have done little to acknowledge the legacies that colonial modes of thinking have had, and continue to have, on the everyday lived experiences of students in spaces that still feel alienating to them. In April 2020, when the doors of South African universities closed to all, and during a swift and mass migration away from university campuses to Virtual Learning Environments (VLEs), I was presented with the opportunity to critically reflect on the impact that increased use of VLEs can have on the transformation agenda in the HE sector. My approach takes up Tumubweinee and Luescher’s (2019, p. 2) argument that many initiatives aimed at transformation in HE have failed, because they do not pay sufficient attention to the where of transformation. Thus, like Tumubweinee and Luescher, I locate my reflection on VLEs in the postmodern, sociopolitical understandings of ‘space’ evident in the work of Lefebvre (1991), but more specifically his notions of conceived and abstract space. In doing so, issues of identity and coloniality are brought to the fore. My approach is critical in that it “implies possibilities, and possibilities as yet unfulfilled” (Lefebvre, 2002, pp.18‑19).

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“…After the passage above, Torres uses a quote by Freire (2005, p. 137) stating that violence emerges from the oppressor rather than those who they oppress (likely rooted initially in Freire's reading of Fanon's (1963) Wretched of the Earth which inspired him to revise Pedagogy of the Oppressed (Horton et al, 1990)). In the same handbook Michael Apple (2019) argues through Gramsci et al (1971) the need of powerful, elite knowledge to be not thrown out but rather reconstructed (or reinvented in Freirean terms) for necessary 'role[s] of "organic" and "public" intellectuals,' while also acknowledging epistemological justice complexities and concerns with such work (could be exemplified by current passionate debates in South Africa on social realism within education (see Luckett, 2019)).…”

Section: Greg William Misiaszekmentioning

confidence: 99%

Public intellectuals in the age of viral modernity: An EPAT collective writing project

Peters

Jandrić

Fuller

et al. 2021

Educational Philosophy and Theory

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There is an ecology of bad ideas, just as there is an ecology of weeds -Gregory Bateson (1972, p. 492) While there are classical antecedents in ancient intellectual traditions, the modern notion of the public intellectual originates with the Enlightenment and begins to flourish during liberal modernity with the structural transformation of the bourgeois public sphere in the eighteenth and nineteenth centuries (Habermas, 1989(Habermas, [1962). Democracy is theorised as an ideal speech community where validity claims can be discursively redeemed and public discourse is deemed to be governed by the force of argumentation alone. The history, role, and status of the public intellectual cannot be divorced from the changing concept of 'the public', originating in the Latin publicus and populus, and denoting 'the people', a group or association, state, or nation. Its early usages developed in relation to 'common access' (open to all) and the notions of the 'public interest', the 'public good' (considered to be both nonexcludable and non-rivalrous), and 'public opinion', a 'weak' epistemological determination of public judgement. The modern history of the public intellectual thus is indissociably associated with public discourse, public education and the rise of public media, referring, in particular, to public broadcasting involving radio, television and other electronic media designed to inform public debate.In terms of a broad historical epistemology the notion of public intellectuals today must be understood in relation to the concept of 'viral modernity', characterised by viral and open media, and technologies of post-truth that reveal the transformations of the 'public', its forms and its future possibilities . The concept of 'viral modernity' is based upon the nature of viruses, the ancient and critical roles they play in evolution and culture, to understand their basic application to the evolution of information and forms of bioinformation in the social world. There are parallel relations and symmetries between epidemics and infodemics (conspiracies) on the one hand, and open global science and

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A Critical Self-reflection on Theorising Education Development as ‘Epistemological Access’ to ‘Powerful Knowledge’

Cited by 8 publications

References 33 publications

Postgraduate pedagogy in pandemic times: Online forums as facilitators of access to dialogic interaction and scholarly voices

Postgraduate pedagogy in pandemic times: Online forums as facilitators of access to dialogic interaction and scholarly voices

From Didactics to Datafication: A Critical Reflection on Virtual Learning Environments and the Production of Space

Public intellectuals in the age of viral modernity: An EPAT collective writing project

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