From Affirmative to Transformative Approaches to Academic Development

Autor/inn/en	McKenna, Sioux; Hlengwa, Amanda; Quinn, Lynn; Vorster, Jo-Anne
Titel	From Affirmative to Transformative Approaches to Academic Development
Quelle	In: Teaching in Higher Education, 27 (2022) 8, S.1005-1017 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McKenna, Sioux) ORCID (Hlengwa, Amanda) ORCID (Quinn, Lynn) ORCID (Vorster, Jo-Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2022.2119077
Schlagwörter	Educational Development; Academic Achievement; Curriculum Development; Transformative Learning; Problem Solving; Teaching Methods; Universities; Cultural Pluralism; Political Attitudes; School Holding Power; Academic Persistence; Neoliberalism; Higher Education; Social Systems; Social Justice; Student Development; College Preparation; Remedial Instruction; Foreign Countries; Power Structure; Knowledge Level; South Africa + Suchen Sie Ihr Suchwort? Bildungsentwicklung; Schulleistung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Pädagogische Transformation; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; University; Universität; Kulturpluralismus; Political attitude; Politische Einstellung; Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Social system; Soziales System; Soziale Gerechtigkeit; Förderkurs; Ausland; Wissensbasis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Much academic development work, whether it be student, academic staff, institutional or curriculum development, is undertaken from an affirmative rather than a transformative approach (Luckett, L., and S. Shay. 2020. "Reframing the Curriculum: A Transformative Approach." "Critical Studies in Education" 61 (1): 50-65). To be transformative, academic development has to reframe the problem beyond one of poor student retention and throughput. We need to make sense of the conditions from which issues such as poor retention and throughput rates emerge, rather than focusing on mitigating the effects of such conditions within the status quo. Drawing on Fraser's concept of parity of participation, we suggest that if academic development is to engage in transformative approaches, it needs to adjust the scale of the problem and challenge underpinning assumptions, and thereby review the fitness of universities, curricula and academic development practices for a pluralist society. In sum, a transformative approach to academic development work will entail conceptualising academic development as a political knowledge project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01