Analysing an audit cycle: a critical realist account

Boughey, Chrissie; McKenna, Sioux

doi:10.1080/03075079.2015.1072148

Cited by 37 publications

(39 citation statements)

References 24 publications

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“…The process of defining and re-defining identities brings me to the consideration of the decontextualized learner. Boughey and McKenna (2015) have problematised how the university discourse propagates a conception of knowledge-making as apolitical, ahistorical, and devoid of social and cultural practices. Through problematising this culture of knowledge-production in the university, these scholars highlight how colonial discourses continue to permeate the university since the contemporary South African university is organised along the structure of the westernised one.…”

Section: The Decontextualized Learner/native Of Nowherementioning

confidence: 99%

“…The parenthesis denotes how these beliefs may be perceived as infallible at first glance, but when interrogated further, prove to be socially constructed biases which influence how we interact with the world around us, either holding views that limit our social position or broaden said position. the concept of the decontextualized learner developed by Boughey and McKenna (2015;. To resolve this tension, in the third section, I use the impossibility of separable categories as developed by Ndebele (1994).…”

Section: Introductionmentioning

confidence: 99%

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Epistemic justice through ontological reclamation in pedagogy: Detailing mutual (in)fallibility using inseparable categories

Kumalo

2018

Journal of Education

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Impulsive uses of collective memory to rally support for decolonised education, establishing clear divisions through binary oppositional thinking, have been characteristic of the student movement. Analysing the binaries that constitute the decolonial turn, I highlight misconceptions of decoloniality that facilitate the erasure of oppositional voices in decolonisation. Misconceptions of decoloniality manifest as the dismissal of all so-called non-African knowledge as colonial. I subsequently caution against the perverted inversions of power in knowledge production in Higher Education in South Africa and interrogate positions that I perceive to be recreating fundamentalisms in the quest for decolonised education. Using a decolonial critique that frames education as emancipatory, I argue for the impossibility of separable categories. I conclude by raising two questions, both of which require further investigation: What is the role of Higher Education in South Africa today? Does decolonial thinking in praxis displace assumptions that continue to perpetuate and maintain coloniality in the South African academy?

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Section: The Decontextualized Learner/native Of Nowherementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Epistemic justice through ontological reclamation in pedagogy: Detailing mutual (in)fallibility using inseparable categories

Kumalo

2018

Journal of Education

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“…However, this has caused job uncertainties for many AD practitioners at the institution. While in many instances the University seems to be open to a total overhaul by engaging more deeply with transformation discourses as a basis for determining its emerging role and relevance, in some cases old institutional structures and cultures resist change (Archer, 1996), and these constrain the national and institutional transformation agendas (Boughey and McKenna, 2015).…”

Section: Changing From a Technikon To A University Of Technology: Impmentioning

confidence: 99%

“…Literature argues that the HE system in South Africa is still marred by obvious contradictions and discrepancies regarding the quality of transformation and achievement of equity targets, particularly for qualified Black academics and women in management positions (Boughey and McKenna, 2015;Luckett, 2010). Boughey and McKenna (2015) analysed the different layers of the HE system and the gains of the previous cycle of knowers, often perceive Black female academics as voiceless, passive, invisible and inarticulate agents (Lewis, 1992, in Naicker, 2013 who take no initiative for their own development. New forms of power relations and discrimination, and academic bullying due to patriarchal ideologies have emerged, and these build invisible boundaries that are impenetrable to the underdog (Naicker, 2013).…”

mentioning

confidence: 99%

Developing as an Academic Leader in a University of Technology in South Africa: Dealing with enabling and constraining teaching and learning environments

Monnapula-Mapesela

2017

CriSTaL

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While the South African legislation is an enabler for equity, inclusiveness, social justice and the advancement of women for academic leadership roles, institutional cultures and structures are often debilitating. This paper presents the development trajectory of a Black woman as an academic development leader in a South African University of Technology. It examines structural and cultural factors acting as enablers or constraints to leadership development and career advancement for Black women. It analyses dominant structural frames and undertakings of different University stakeholders (agents), which cause stagnation and resistance to morphogenesis and government's transformation agenda. Using Participatory Narrative Inquiry (PNI), I narrate personal experiences and insights as a participant researcher. I interrogate the experiences, observations and influence of various structural and cultural modalities within Margaret Archer's (1995) social realist framework of structure, culture and agency. I highlight the implications of these for development of a Black female academic development leader.

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“…"Race" by Any Other Name Would Smell | | 227 | Boughey and McKenna argue that central to this understanding of learning are the ideas that "education is asocial, acultural and apolitical" and that "success in education is dependent on factors inherent to the individual". 23 This understanding has resulted in academic development work at Stellenbosch University taking place separately from the mainstream functioning of the institution, leaving mainstream teaching and learning largely unchanged. The ongoing dominance of this autonomous view of students might be implicated in the feelings of alienation that students expressed through Open Stellenbosch in 2015.…”

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confidence: 99%

“Race” by Any Other Name Would Smell

Jacobs¹

2020

Fault Lines: A Primer on Race, Science and Society

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| 14 | "Thank God I am not a 'coloured' woman", was my instinctive reply when asked by a colleague for my response to the Sport Science article. Even as I responded with those words, I heard my father's voice from 1974 ringing in my ears. A personal journey It was a usual weekday morning in 1974 as we drove to school, my parents (both teachers), my sister, her friend and I. My mother got the morning's conversation going by broaching the subject: "What was your first thought when you woke up this morning?" All of us offered our thoughts, but it was my father's response that made an indelible mark on my memory: "Thank God I am not a coloured!" Comments such as this, and many other conversations in my home, shaped my consciousness and my views about "race". I was at high school during the 1976 uprisings, and on 23 August 1976 fellow students from my school, Athlone High, issued a statement condemning "police brutality, inferior education, segregation laws and the plight of detainees". 1 I was a teacher at a township school during the 1985 State of Emergency, when our school, along with 453 other schools in the Western Cape, was closed by the then Minister of Education and Culture. We continued teaching in nearby church halls and libraries despite this shutdown by the state. These events, along with a myriad of life

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Analysing an audit cycle: a critical realist account

Cited by 37 publications

References 24 publications

Epistemic justice through ontological reclamation in pedagogy: Detailing mutual (in)fallibility using inseparable categories

Epistemic justice through ontological reclamation in pedagogy: Detailing mutual (in)fallibility using inseparable categories

Developing as an Academic Leader in a University of Technology in South Africa: Dealing with enabling and constraining teaching and learning environments

“Race” by Any Other Name Would Smell

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