TITLE

Conceptualising knowledge for access in the sciences: academic development from a social realist perspective

AUTHOR(S)
Ellery, Karen
PUB. DATE
November 2017
SOURCE
Higher Education (00181560);Nov2017, Vol. 74 Issue 5, p915
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Whilst arguing from a social realist perspective that knowledge matters in academic development (AD) curricula, this paper addresses the question of what knowledge types and practices are necessary for enabling epistemological access. It presents a single, in-depth, qualitative case study in which the curriculum of a science AD course is characterised using Legitimation Code Theory (LCT). Analysis of the course curriculum reveals legitimation of four main categories of knowledge types along a continuum of stronger to weaker epistemic relations: disciplinary knowledge, scientific literacies knowledge, general academic practices knowledge and everyday knowledge. These categories are 'mapped' onto an LCT(Semantics) (how meaning relates to both context and empirical referents) topological plane to reveal a curriculum that operates in three distinct but interrelated spaces by facing towards both the field of science and the practice of academia. It is argued that this empirically derived differentiated curriculum framework offers a conceptual means for considering the notion of access to 'powerful' knowledge in a range of AD and mainstream contexts.
ACCESSION #
125540583

 

Related Articles

  • Networks of knowledge, matters of learning, and criticality in higher education. Fenwick, Tara; Edwards, Richard // Higher Education (00181560);Jan2014, Vol. 67 Issue 1, p35 

    Higher education in the UK has become preoccupied with debates over the authority of knowledge and of criticality. In this article we argue that approaches to knowledge in higher education might benefit from a network sensibility that foregrounds the negotiated processes through which the...

  • IBA Human Rights Award 2015 Intigam Aliyev honoured for defence of human rights in Azerbaijan.  // IBA Global Insight;Dec2015/Jan2016, Vol. 69 Issue 6, p13 

    No abstract available.

  • TEACHER CAPACITY BUILDING IN UNDERSTANDING POPULATION DYNAMICS FOR EFFECTIVE CURRICULUM DELIVERY. ADEPOJU, Adunola // Journal of Educational Review;Jul-Sep2011, Vol. 4 Issue 3, p301 

    This paper highlights the contribution of higher education to the socio-economic development of Nigeria through teacher capacity building. The paper is structured such that it deals progressively with theoretical perspectives on teacher education, higher education and knowledge transmission, who...

  • Alignment of developments in higher education. Cowan, John; George, Judith W.; Pinheiro-Torres, Andreia // Higher Education (00181560);Dec2004, Vol. 48 Issue 4, p439 

    This study builds upon the concept of alignment within the curriculum (due to Biggs) and suggests, in the context of two current examples, an integrated methodology for effectively aligned development activities within universities. Higher Education institutions face important challenges....

  • Postmodern Moments in Curriculum Theory: The Logic and Paradox of Dissensus. Kafala, Ted; Cary, Lisa // JCT: Journal of Curriculum Theorizing (1057896X);Spring2006, Vol. 22 Issue 1, p25 

    The article addresses issues of ontology and epistemology as manifested in the crisis of representation, ethnographic method and collagist autobiography. The authors suggested a move away from the reductive ontological and epistemological spaces of redemptive notions of progress, curative...

  • School counselors making a difference. Eagle, Jessica // Counseling Today;Nov2012, Vol. 55 Issue 5, p12 

    In this article, the author focuses on the effect of school counselors in the education sector in the U.S. She mentions the importance of comprehensive counseling programs that address the multifaceted needs of the young adults through the evidence-based curricula and data-driven interventions....

  • England's Array of University Choices. Belding, Robert E. // Education;Apr/May1968, Vol. 88 Issue 4, p331 

    The article explains that three major types of universities available to English youth and describes some of their most important contributions. These are the following: the slowly adjusting Oxford-Cambridge type, often referred to as Oxbridge; the municipal type of red brick institution and the...

  • La planificación de evaluación de competencias en Educación Superior. Sanz, Mari Paz García; Pedreño, Laura Raquel Morillas // Revista Electrónica Interuniversitaria De Formación del Profes;Apr2011, Vol. 36 Issue 14, p113 

    The presentations defended by the European Higher Education Area (EHEA) imply an individual and combined reflection with regard to the three fundamental and interrelated tasks of the educational involvement: the planning, the execution of the education and the evaluation. In this article we are...

  • Books -- and Essays -- That Mean Something to Me. Johnson, Angie Beumer; McGhee, Kelly; Suttle, Heidi // SIGNAL Journal;Spring/Summer2009, Vol. 32 Issue 2, p6 

    The article discusses the significance of introducing young adult (YA) literature to students to create lifelong readers in the U.S. It states that the introduction of YA literature, classics and "so what?" essays can provide a tripod for literary engagement and life lessons that can engage...

  • Towards an indigenous African epistemology of community in higher education research. Higgs, P. // South African Journal of Higher Education;2007, Vol. 21 Issue 4, p668 

    Issues of intellectual and cultural hegemony have long been critical foci in education debates in South Africa. This is evidenced in present times by the call for an African Renaissance in education, as well as, a growing discourse that demands the acknowledgement and inclusion of indigenous...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics