Asserting academic legitimacy: the influence of the University of Technology sectoral agendas on curriculum decision-making

El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia

“…A pesar de que se desenvuelven en condiciones socioinstitucionales radicalmente diferentes, marcadas por historias poscoloniales complejas y problemáticas, estos docentes-investigadores han dialogado en torno a temáticas compartidas, a través de publicaciones y encuentros virtuales, y también personalmente, durante los últimos veinte años. Una clara razón de la vinculación profunda y sostenida entre los académicos en los dos sitios es que la agenda política de ampliación del acceso a la educación superior surgió en un momento similar, y otra es la importancia atribuida en ambos contextos a la relación entre poder, identidad y recursos lingüísticos/semióticos (e.g., Thesen, 1997;Angelil-Carter, 1998;Thesen y Van Pletzen, 2006;Kapp, 2012;Paxton y Frith, 2014;Coleman, 2016). Ahora bien, dada la política oficial de multilingüismo (once idiomas oficiales) y las fuertes tradiciones de creación de significado multimodal en Sudáfrica, la cuestión de cómo, precisamente, es posible utilizar múltiples recursos lingüísticos y semióticos para el aprendizaje y el trabajo académico evidencia una urgencia que a veces está ausente en la investigación desarrollada en el Reino Unido.…”

’We do not have a writing culture’: exploring the nature of ‘academic drift’ through a study of lecturer perspectives on student writing in a vocational university

“…Together these theoretical concepts attempt to explain how curricula and the types of knowledge which underpin them are transformed and reconfigured because of ideologically charged struggles (Horden, 2014). These struggles involve different actors and processes as knowledge moves from its sites of production in either disciplinary or professional domains to become part of curriculum knowledge, academic subjects, pedagogic practices and assessment tasks -a process known as recontextualisation (Horden, 2014;Coleman, 2016). As a result, curriculum decision-making comes under the influence of the prevailing moral, socio-political, and regulatory norms (Shay, 2011(Shay, , 2015.…”

“…The instructional discourse provides the rules or principles through which educational instruction is conveyed. It 'refers to what is transmitted' (Morais, 2002, 560) communicating the curriculum's message through the subjects being taught, relations between subjects and how they are taught and assessed (Coleman, 2016). Choices and practices at the level of instruction determine pedagogic practices.…”

“…The relationship between these two discourses are such that the regulative discourse dominates the instructional discourse in that the 'attitudes and values, rules of conduct and principles of social order' (Morais, 2002, 562) are intimately implicated in what content and knowledge is included in curricula and how it is transmitted in pedagogic practice. Therefore, choices available to lecturers at the level of instruction or pedagogy, may, for example, come under the influence of values held within the wider sector about the place and status of UoT institutions and their qualifications; what Coleman (2016) refers to as the sectoral regulative discourse. Our research is concerned with investigating how UoT lecturers' writing practices come under the influence of socio-political and ideological pressures that operate in the broader institutional, sectoral and HE systems.…”

“…Our research is concerned with investigating how UoT lecturers' writing practices come under the influence of socio-political and ideological pressures that operate in the broader institutional, sectoral and HE systems. We are especially interested in considering how the sectoral regulative discourse (Coleman, 2016) and how factors embedded within it, such as dominant understandings of institutional differentiation in the SA HE system, construct lecturers' perceptions about student writers and shape their practices around student writing pedagogies. The argument we advance in this paper is that alongside the perceptions and values that individual lectures may hold about students, academic writing or writing pedagogies, are a range of tensions and struggles at the level of regulation, ideology and identity linked to the UoT which filter into and create an 'internal order' informing and regulating the possibilities available at the level of pedagogic practice.…”