The University as a Site for Transformation: Developing Civic-Minded Graduates at South African Institutions through an Epistemic Shift in Institutional Culture

Autor/inn/en	Paphitis, Sharli Anne; Kelland, Lindsay
Titel	The University as a Site for Transformation: Developing Civic-Minded Graduates at South African Institutions through an Epistemic Shift in Institutional Culture
Quelle	In: Education as Change, 20 (2016) 2, S.184-203 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Higher Education; School Culture; Foreign Countries; Social Change; Transformative Learning; Epistemology; Service Learning; Citizenship Responsibility; College Graduates; Social Responsibility; Change Agents; Educational Change; School Community Relationship; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulkultur; Schulleben; Ausland; Sozialer Wandel; Pädagogische Transformation; Erkenntnistheorie; Service-Learning; Hochschulabsolvent; Hochschulabsolventin; Soziale Verantwortung; Bildungsreform; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	At least one of the goals of the transformation of universities in South Africa is to develop civic-minded graduates who leave university to become agents of positive social change in broader society. More specifically, universities in South Africa aim to develop graduates who are critical, capable and balanced--graduates who are aware of their social responsibilities in post-apartheid South Africa. In this paper we, first, consider why South African universities should want to promote the development of socially-responsive civic-minded agents. Second, we analyse three plausible suggestions for the transformation of universities into sites that could increase a university's ability to foster civic-minded graduates on its campus: transformation of the university structures and demographics; the implementation of transformative teaching and learning practices; and the implementation of community engagement programmes. While all three of these suggestions are found to be plausible, we argue that in order for universities to become sites for transformation par excellence--sites which foster the development of civic mindedness--universities must embrace an epistemic shift in institutional culture. Finally, we examine some plausible causes that could be preventing this from taking place in our context. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01