Research questions v bozalek

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This was a presentation done at an inter-institutional higher education workshop on developing a research proposal for academics on this course from CPUT, UCT, UWC and Stellenbosch universities. It provides an example of a research project and the sort of questions which were addressed in this project

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Research questions v bozalek

  1. 1. Developing    a  research  ques2on  into  a   teaching  and  learning  research  project   Vivienne  Bozalek       2013/08/12  
  2. 2. The Community, Self and Identity Project; An Inter-institutional, inter-disciplinary teaching & research collaboration between: •  Vivienne Bozalek (Social Work Dept, UWC) •  Ronelle Carolissen (Psychology Dept, Stellenbosch University) •  Poul Rohleder (Psychology Dept, Anglia Ruskin University •  Lindsey Nicholls (Occupational therapy Dept, Brunel University) •  Leslie Swartz (Psychology Dept, Stellenbosch University) •  Brenda Leibowitz (Centre for Teaching and Learning, Stellenbosch University) And Linda Biersteker (ELRU), elearning team UWC and facilitators UWC and Stellenbosch
  3. 3. As  a  group  of  higher  educators,  we  were  concerned  about  the history  of  minimal  inter-­‐professional  and  inter-­‐insDtuDonal   contact  between  students  from  psychology,  social  work  and   occupaDonal  therapy,  parDcularly  across  historically   advantaged  and  disadvantaged  insDtuDons  in  South  Africa.     2013/08/12  
  4. 4. The  context  and  concerns  addressed   by  project   •  South  Africa  –  context  of  extreme  inequality  which  in  Higher   EducaDon  is  mirrored  in  insDtuDonal,  professional  and   personal  (gender,  race  and  class)  idenDDes   •  Important  for  students  to  quesDon  their  own  taken-­‐for-­‐ granted  assumpDons  and  beliefs  about  concepts  and  the  idea   was  that  they  may  be  beQer  able  to  do  this  through   engagements  across  differences  of  social  idenDty,  discipline   and  higher  educaDon  insDtuDon   •  Need  to  see  whether  exposure  to  those  regarded  as  ‘other’,   and    whether  crossing  insDtuDonal,  disciplinary,  gender,  race,   class,  sexuality  boundaries  assist  in  achieving  human   capabiliDes  and  pracDsing  an  ethic  of  care  
  5. 5. General  research  quesDon   •  What  can  academics  from  different  disciplines   and  insDtuDons  learn  about  how  to  generate  a   community  of  pracDce  across  posiDons  of   difference  in  terms  of  class,  race,  age  and   gender  in  higher  educaDon  in  Southern  Africa?     2013/08/12  
  6. 6. Specific  quesDons  to  be  invesDgated  in   the  project   •  What  is  the  value  of  parDcular  curricular  acDviDes  in  the   social  service  and  allied  health  professions?   •  How  do  insDtuDonal,  social  and  biographical  differences   influence  students’  engagement  with  each  other?   •  How  do  the  above  differences,  students’  engagement   with  each  other  and  exposure  to  criDcal  literature  impact   on  students’  concepDons  of  dominant  disciplinary   constructs  (in  relaDon  to  community,  self  and  idenDty)?   •  What  are  the  challenges  of  and  the  potenDal  in  inter-­‐ disciplinary  and  inter-­‐insDtuDonal  curriculum   development?    
  7. 7. Development  and  implementaDon  of   module   •  Planning:  second   semester  of  2005   •  First  pilot:  first   term  of  2006   •  ReflecDon  on  pilot   and  changes  made   •  Second  pilot:  first   term  of  2007   •  Third  pilot  first   term  2008      
  8. 8. Curricular  AcDviDes  in  2006   •  Sandwiched  approach  –  two  workshops  iniDal  and   ending  with  e-­‐learning  tasks  in  between   •  Involved  95  students:  45  from  SU  and  50  from  UWC     •  First  workshop  at  UWC  and  second  at  SU   •  Assessments  on  Learning  Management  System  (LMS)   •  CriDcal  literature  on  LMS   •  Division  into  groups  of  six  students  
  9. 9. IniDal  workshop  at  UWC   •  Training  on  learning  management  system  (LMS)  for   all  students   •  Input  on  ParDcipatory  Learning  Techniques   •  Students  divided  into  interdisciplinary  and  cross   insDtuDonal  of  6   •  Students  engaged  small  group  experienDal  exercises   involving  three  parDcipatory  learning  techniques  
  10. 10. The  Community,  Self  and  IdenDty  Course   2013/08/12  
  11. 11. Community mapping Step 1 Draw a picture/map of your home and neighbourhood including the resources that are there. Step 2 Identify and label three things that you would like to change in relation to your experiences (could be physical or relate to attitudes, social issues). Put these in order by choosing to give the one you feel is most important the most tokens. Step 3 Share in your group, explaining your picture/map and the reasons for wanting things to change. 11
  12. 12. Engaging  with  parDcipatory  learning   and  acDon  (PLA)  techniques   2013/08/12  
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  23. 23. Guest  lectures:  Remix    Company  
  24. 24. TELL ME YOUR RACE THEN I WILL GIVE YOU OUR IDENTITY                           Guest  lectures:  local   arDst:  Bernie  Searle  
  25. 25. Performing  poetry   Gabeba  Baderoon  
  26. 26. CriDcal  Texts   Anthias  &  Yuval-­‐Davis                    Lugones   Dominelli   2013/08/12  
  27. 27. What/who  informed  our  pracDce?   2013/08/12  
  28. 28. Davidson’s  (2004)  decentring  the   academic  self   •  ‘Decentring’  refers  to  an  academic  who   interrogates  the  assumpDons  of  his  or  her   own  discipline  through  engagement  with   perspecDves  of  other  disciplines.   •   we  would  add  insDtuDon  and  social  idenDDes   to  this  (Bozalek  et  al.,  2010)   •  Importance  of  interrogaDng  our  own   assumpDons  (Leibowitz  et  al.,2010,  2011)   2013/08/12  
  29. 29. The  pedagogy  of  discomfort   2013/08/12  
  30. 30. Data  collecDon  over  3  years   •  Online  worksheets   •  Online  discussion  forums   •  Pictures  of  artefacts  –  drawings   •  Student  presentaDons   •  ReflecDve  essays   •  EvaluaDons     •  Video  recordings  of  group  interviews   •  Audio  recordings  of  individual  interviews  (research   team)   •  Google  chat  interviews  with  students  in  workplace   2013/08/12  
  31. 31. PublicaDons  from  the  project   2013/08/12   Bozalek,  V.,  Leibowitz,  B.,  Carolissen,  R.  and  Boler,  M.  (eds.)    (forthcoming)  Discerning  Cri+cal  Hope  in  Educa+onal  Prac+ces.  London  and  New   York:  Routledge.     Leibowitz,B.,  Swartz,  L.,  Bozalek,V.,  Carolissen,  R.,  Nicholls.  L.  and  Rohleder,  P.  (eds.)  (2012)  Community,  Self  and  Iden+ty:  Educa+ng  South   African  Students  for  Ci+zenship.  Cape  Town:  HSRC  Press.   Leibowitz,  B.,  Bozalek,  V.,  Carolissen,  R.,  Nicholls,  L.,  Rohleder,  P.,  Smolders,  T.  &  Swartz,  L.  (2011,  October  8).  Learning  together:  Lessons  from  a   collaboraDve  curriculum  design  project.  Across  the  Disciplines,  8(3).     Bozalek,  V.  (2011)  Acknowledging  privilege  through  encounters  with  difference:  ParDcipatory  Learning  and  AcDon  techniques  for  decolonizing   methodologies  in  Southern  contexts  Interna+onal  Journal  of  Social  Research  Methodology,  4(6):465-­‐480.   Carolissen,  R.,  Bozalek,  V.,  Nicholls,  L.,  Leibowitz,B.  Swartz,L.  &  Rohleder,  P.  (2011)  bell  hooks  and  the  enactment  of  emoDon  in  teaching  and   learning  across  boundaries:  a  pedagogy  of  hope?  South  African  Journal  of  Higher  Educa+on,21(5):157-­‐167.     Bozalek,  V.,  Carolissen,  R.,  Nicolls,  L.,  Leibowitz,  B.,  Swartz,  L.  &  Rohleder,  P.  (2010)  Engaging  with  Difference  in  Higher  EducaDon  Through   CollaboraDve  Inter-­‐InsDtuDonal  Pedagogical  PracDces.  South  African  Journal  of  Higher  Educa+on  24(6):  1023-­‐1037.   Carolissen,  R.,  Rohleder,  P.,  Swartz,  L.,  Leibowitz,  B.,  Bozalek,  V.  (2010).  “Community  psychology  is  for  poor,  black  people”:  Challenges  in   teaching  community  psychology  in  South  Africa.  Equity  and  Excellence  in  Educa+on,  ,43(4):595-­‐510.   Bozalek,  V.  &  Biersteker,  L.  (2010)  ‘Exploring  Power  and  Privilege  with  using  ParDcipatory  Learning  and  AcDon  Techniques’  Social  Work   Educa+on,  29(5):551-­‐572.   Leibowitz,  B.,  Bozalek,  V.,  Rohleder,  P.,  Carolissen,  R.,  &  Swartz,  L.  (2010).  “Whiteys  Love  to  Talk  About  Themselves”:  Discomfort  as  a  pedagogy   for  change.  Race,  Ethnicity  and  Educa+on,  13(1):83-­‐100.   Leibowitz,  B.,  Bozalek,  V.,  Carolissen,  R.,  Nicholls,  L.,  Rohleder,  P.  &  Swartz,  L.  (2010)  Bringing  the  Social  into  Pedagogy;  Unsafe  learning  in  an   uncertain  world.  Teaching  in  Higher  Educa+on,  15(2):123-­‐133.   Swartz,  L.,  Rohleder,  P.,  Bozalek,  V.,  Carolissen,  R.,  Leibowitz,  B.,  &  Nicholls,  L.  (2009).  “Your  mind  is  the  baQlefield”:  South  African  trainee  health   workers  engage  with  the  past.  Social  Work  Educa+on,  28(5):488-­‐501.   Rohleder,  P.,  Bozalek,  V.,  Carolissen,  R.,  Leibowitz,  B.,  &  Swartz,  L.  (2008).  Students’  evaluaDons  of  e-­‐learning  as  a  tool  in  a  collaboraDve  project   between  two  South  African  universiDes.  Higher  Educa+on,  56(1),  95-­‐107.     Rohleder,  P.,  Swartz,  L.,  Bozalek,  V.,  Carolissen,  R.,  &  Leibowitz,  B.  (2008).  Community,  self  and  idenDty:  ParDcipaDon  acDon  research  and  the   creaDon  of  a  virtual  community  across  two  South  African  universiDes.  Teaching  in  Higher  Educa+on,  13  (2),  131-­‐143.     Rohleder,  P.,  Swartz,  L.,  Carolissen,  R.,  Bozalek,  V.,  &  Leibowitz,  B.  (2008).  “CommuniDes  isn’t  just  about  trees  and  shops”:  Students  from  two   South  African  universiDes  engage  in  dialogue  about  ‘community’  and  ‘community  work’.  Journal  of  Community  and  Applied  Social  Psychology,  18   (3),  253-­‐267.     Bozalek,  V.,  Rohleder,  P.,  Carolissen,  R.,  Leibowitz,  B.,  Nicholls,  L.,  &  Swartz,  L.  (2007).  Students  learning  across  differences  in  a  mulD-­‐disciplinary   virtual  learning  community.  South  African  Journal  of  Higher  Educa+on,  21(7):812-­‐825.   Leibowitz,  B.,  Rohleder,  P.,  Bozalek,  V.,  Carolissen,  R.,  &  Swartz,  L.  (2007).  “It  doesn’t  maQer  who  or  what  we  are,  we  are  sDll  just  people”:   Strategies  used  by  university  students  to  negoDate  difference.  South  African  Journal  of  Psychology,  37(4),  702-­‐719.   Rohleder,  P.,  Fish,  W.,  Ismail,  A.,  Padfield,  L.  &  Platen,  D.  (2007).  Dealing  with  diversity  in  a  virtual  learning  community  across  two  South  African  universiDes.   South  African  Journal  of  Higher  Educa+on.  21(7):893-­‐918.  

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