Presentation at the College of Economic and Management Sciences (CEMS),
University of South Africa (Unisa) Leadership Summit
21 -22 November 2016, Manhattan Hotel, Pretoria
Presentation at the Operational Planning Workshop, Department of Business Management, University of South Africa (Unisa), 6-7 February 2017, Pretoria, South Africa
(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy.
This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills.
Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.
Presentation at the College of Economic and Management Sciences (CEMS),
University of South Africa (Unisa) Leadership Summit
21 -22 November 2016, Manhattan Hotel, Pretoria
Presentation at the Operational Planning Workshop, Department of Business Management, University of South Africa (Unisa), 6-7 February 2017, Pretoria, South Africa
(Abstract) At the core of the new ACRL Framework for Information Literacy is the educational theory of threshold concepts, according to which every discipline contains "troublesome" concepts that stand as barriers to learning. Accordingly, by identifying these barriers and directing our teaching towards them, educators can foster deeper understanding and appreciation of complex subjects. In light of the new ACRL Framework's adoption of threshold concepts, this presentation from a former member of the Framework Task Force will offer a critical assessment of the applicability of threshold concepts to information literacy.
This presentation will argue that the six "frames" of information literacy are underdetermined, they fail to distinguish concepts from skills, they are too relative to individual student experiences to provide general guidance, and they reduce information literacy to a single discipline. This last point is especially important insofar as the new Framework removes our ability to think of information literacy as a general, interdisciplinary set of critical thinking skills.
Ultimately, through its insistence on threshold concepts as first principles, the new ACRL Framework moves away from its promise of holism and instead becomes inward-looking and exclusionary. Thankfully, the Framework is malleable enough that with a few modifications to threshold concept theory, an increased sensitivity to student learning differences, and close attention to the cross-disciplinary relevance of information literacy, there is something to salvage. Rather than accept the ACRL Framework uncritically, we owe it to ourselves and our students to ask tough questions.
Workshop at the National Association of Distance Education and Open Learning in South Africa (NADEOSA) Conference,
19 July 2017, Bloemfontein, South Africa
Beyond the Institution: Networked Professionals & Digital Engagement in Highe...Bonnie Stewart
Keynote for CAPAL at Congress 2016. Explores stepping beyond the boundaries of institutional education and roles, conceptualizing networked practice in light of Haraway's cyborg and new identities, engagement, and publics.
Twitter as Scholarship: How Not To Get Fired (Much)Bonnie Stewart
How can scholars and academics find use and value in the fraught networked public sphere that Twitter embodies? This presentation - a public talk delivered at La Trobe University in Melbourne Australia, October 2016 - explores both the benefits and risks of Twitter, and examines its operations at the intersection of orality and literacy.
During the past year, the phenomenon of Massive Open Online Courses – or MOOCs – has been a trend du jour within academia. Framed by co-founder George Siemens as “the Internet happening to education,” MOOCs offer a lens through which to explore how escalating complexity and information abundance impact 21st century higher ed.
Alternately hailed and derided as a disruptive revolution in higher education, MOOCs make visible the fault lines emerging in contemporary academia. Because not only are networked practices encroaching on and expanding the boundaries of conventional educational institutions: so is neoliberalism.
In this keynote for #WILU2013, Dave Cormier and Bonnie Stewart trace a narrative path through the various ways MOOCs challenge institutional education models, focusing particularly on the digital, networked practices that MOOCs were originally intended to embody. They outline rhizomatic and networked models of learning, and the conceptual structures that underpin education as a massive, open, and online enterprise.
Getting Past Preaching to the Choir: #Ed1to1 as a Model for Scaffolding Meani...Bonnie Stewart
A #COHERE16 presentation on why & how to engage learners - beyond self-selecting early adopters - in the practice of networked participation in a space like Twitter.
This presentation is given to staff at Canterbury Christ Church University who are considering using an e-portfolio (or personal learning space) tool to support a range learning, teaching, assessment and professional development activities. The presentation starts off with a metaphor of a wardrobe (to represent the personal learning space), clothes (to represents the various artefacts and assets collected) and suitcases (to represent the different portfolios that can be constructed for different purposes and audiences) and concludes with a series of showcase ideas.
Preparing for an uncertain future in Higher Education: Theoretical Implicati...Jeffrey Keefer
These are my slides for the EARLI 2015 Conference http://www.earli2015.org/programme/
With numerous reasons to pursue doctoral education, methods to accomplish it, and kinds of doctorates to be had, research and practice doctoral degrees are increasingly blurred across institutions and their learners. With global inconsistencies increasing, it appears almost fashionable to try to reconceive what doing a doctorate means (Boud & Tennant, 2006; Chiteng Kot & Hendel, 2012; McAlpine & Norton, 2006).
However, many of these studies seek to explore this area from the perspective of the higher education economy, industry, national standards, and disciplinary expectations—sometimes leaving the experiences, needs, and intentions of recent postgraduates to their own devices. This research theorizes the shifting nature of adjunct instructors with research degrees—those alternately known as part-time, contingent, temporary, casual, or non-permanent teachers in higher education—who cannot attain full-time research positions, and proposes a framework to reconceive their roles.
This work problematizes what constitutes researcher education and how those who pursue it often do so regardless of realistic future work opportunities in their areas. The notion of Flexible Academics is developed as an identity to allow the role to be talked about as distinctive from an early career researcher, something different not only by the growing period it may last, but also because of its increasingly permanent possibility.
The Learner, the Curriculum and the WardrobeDr Wayne Barry
The workshop ran as part of the Learning & Teaching Conference at Canterbury Christ Church University on Monday 30th June 2014. It was co-presented with Lynne Burroughs and sets out to examine and present examples of how e-portfolios (the ‘wardrobe’ of the title) can be embedded within the curriculum, thus allowing students to demonstrate the development of their skills and learning across a range of personal, academic and professional touch points. Furthermore, it is envisaged that e-portfolios could enable students to become 21st century self-reflective practitioners, a critical graduate skill, and to develop ‘multiple voices’ that are suitable for different audiences.
Delegates were asked to consider how e-portfolios could be situated within their own subject and professional disciplines and discuss the opportunities and challenges in embedding such a tool within their own curriculum.
Metanarratives of Literacy Practices: Libraries as Sponsors of LiteraciesBuffy Hamilton
You may want to install these free fonts before downloading the PDF in order to see the slides properly: http://www.dafont.com/bebas-neue.font and Pacifico: http://www.dafont.com/pacifico.font
As the hype cycle around MOOCs drops, the question of what narratives will survive and thrive around MOOCs opens up. This keynote panel presentation for #MRI13 suggests there are two solitudes in the post-MOOC-hype discussion - one an empty picture of undeliverable promises for higher ed, and the other a loose affiliation of complicated and sometimes conflicting interests. The lot of us on the latter side need to learn to talk to each other, to the public, and to decision-makers.
Creativity and Content Creation with iPads (April 2013)Wesley Fryer
Presentation slides for Wesley Fryer's workshop at the April 26, 2013 "Creativity and Content Creation with iPads" conference in Olathe, Kansas.
As 21st century educators, we should to provide opportunities for students to demonstrate mastery and understanding of the curriculum not only with text but also with images, audio, and video. Dr. Wesley Fryer will invite and inspire you to become a better multimedia communicator and a pioneer with digital media in this dynamic presentation. Learn how to “expand the map” of assessment options in your classroom to include student products like narrated slideshows, enhanced eBooks including recorded audio, five photo stories with images, and more. Learn practical ways to overcome the anxiety and fear which often accompanies technology integration proposals by creating personal media products. Learn how to enhance your digital resume as a professional educator with examples of your own media creations as well as students projects you facilitate. Links to student media examples as well as project storyboards/tools are available on maps.playingwithmedia.com.
Tools & Practices for Autonomous Teacher DevelopmentNik Peachey
This is my plenary from day 3 of the NELTA 22nd International Conference. The presentation looks at how to use a range of social media for autonomous teacher development.
Workshop at the National Association of Distance Education and Open Learning in South Africa (NADEOSA) Conference,
19 July 2017, Bloemfontein, South Africa
Beyond the Institution: Networked Professionals & Digital Engagement in Highe...Bonnie Stewart
Keynote for CAPAL at Congress 2016. Explores stepping beyond the boundaries of institutional education and roles, conceptualizing networked practice in light of Haraway's cyborg and new identities, engagement, and publics.
Twitter as Scholarship: How Not To Get Fired (Much)Bonnie Stewart
How can scholars and academics find use and value in the fraught networked public sphere that Twitter embodies? This presentation - a public talk delivered at La Trobe University in Melbourne Australia, October 2016 - explores both the benefits and risks of Twitter, and examines its operations at the intersection of orality and literacy.
During the past year, the phenomenon of Massive Open Online Courses – or MOOCs – has been a trend du jour within academia. Framed by co-founder George Siemens as “the Internet happening to education,” MOOCs offer a lens through which to explore how escalating complexity and information abundance impact 21st century higher ed.
Alternately hailed and derided as a disruptive revolution in higher education, MOOCs make visible the fault lines emerging in contemporary academia. Because not only are networked practices encroaching on and expanding the boundaries of conventional educational institutions: so is neoliberalism.
In this keynote for #WILU2013, Dave Cormier and Bonnie Stewart trace a narrative path through the various ways MOOCs challenge institutional education models, focusing particularly on the digital, networked practices that MOOCs were originally intended to embody. They outline rhizomatic and networked models of learning, and the conceptual structures that underpin education as a massive, open, and online enterprise.
Getting Past Preaching to the Choir: #Ed1to1 as a Model for Scaffolding Meani...Bonnie Stewart
A #COHERE16 presentation on why & how to engage learners - beyond self-selecting early adopters - in the practice of networked participation in a space like Twitter.
This presentation is given to staff at Canterbury Christ Church University who are considering using an e-portfolio (or personal learning space) tool to support a range learning, teaching, assessment and professional development activities. The presentation starts off with a metaphor of a wardrobe (to represent the personal learning space), clothes (to represents the various artefacts and assets collected) and suitcases (to represent the different portfolios that can be constructed for different purposes and audiences) and concludes with a series of showcase ideas.
Preparing for an uncertain future in Higher Education: Theoretical Implicati...Jeffrey Keefer
These are my slides for the EARLI 2015 Conference http://www.earli2015.org/programme/
With numerous reasons to pursue doctoral education, methods to accomplish it, and kinds of doctorates to be had, research and practice doctoral degrees are increasingly blurred across institutions and their learners. With global inconsistencies increasing, it appears almost fashionable to try to reconceive what doing a doctorate means (Boud & Tennant, 2006; Chiteng Kot & Hendel, 2012; McAlpine & Norton, 2006).
However, many of these studies seek to explore this area from the perspective of the higher education economy, industry, national standards, and disciplinary expectations—sometimes leaving the experiences, needs, and intentions of recent postgraduates to their own devices. This research theorizes the shifting nature of adjunct instructors with research degrees—those alternately known as part-time, contingent, temporary, casual, or non-permanent teachers in higher education—who cannot attain full-time research positions, and proposes a framework to reconceive their roles.
This work problematizes what constitutes researcher education and how those who pursue it often do so regardless of realistic future work opportunities in their areas. The notion of Flexible Academics is developed as an identity to allow the role to be talked about as distinctive from an early career researcher, something different not only by the growing period it may last, but also because of its increasingly permanent possibility.
The Learner, the Curriculum and the WardrobeDr Wayne Barry
The workshop ran as part of the Learning & Teaching Conference at Canterbury Christ Church University on Monday 30th June 2014. It was co-presented with Lynne Burroughs and sets out to examine and present examples of how e-portfolios (the ‘wardrobe’ of the title) can be embedded within the curriculum, thus allowing students to demonstrate the development of their skills and learning across a range of personal, academic and professional touch points. Furthermore, it is envisaged that e-portfolios could enable students to become 21st century self-reflective practitioners, a critical graduate skill, and to develop ‘multiple voices’ that are suitable for different audiences.
Delegates were asked to consider how e-portfolios could be situated within their own subject and professional disciplines and discuss the opportunities and challenges in embedding such a tool within their own curriculum.
Metanarratives of Literacy Practices: Libraries as Sponsors of LiteraciesBuffy Hamilton
You may want to install these free fonts before downloading the PDF in order to see the slides properly: http://www.dafont.com/bebas-neue.font and Pacifico: http://www.dafont.com/pacifico.font
As the hype cycle around MOOCs drops, the question of what narratives will survive and thrive around MOOCs opens up. This keynote panel presentation for #MRI13 suggests there are two solitudes in the post-MOOC-hype discussion - one an empty picture of undeliverable promises for higher ed, and the other a loose affiliation of complicated and sometimes conflicting interests. The lot of us on the latter side need to learn to talk to each other, to the public, and to decision-makers.
Creativity and Content Creation with iPads (April 2013)Wesley Fryer
Presentation slides for Wesley Fryer's workshop at the April 26, 2013 "Creativity and Content Creation with iPads" conference in Olathe, Kansas.
As 21st century educators, we should to provide opportunities for students to demonstrate mastery and understanding of the curriculum not only with text but also with images, audio, and video. Dr. Wesley Fryer will invite and inspire you to become a better multimedia communicator and a pioneer with digital media in this dynamic presentation. Learn how to “expand the map” of assessment options in your classroom to include student products like narrated slideshows, enhanced eBooks including recorded audio, five photo stories with images, and more. Learn practical ways to overcome the anxiety and fear which often accompanies technology integration proposals by creating personal media products. Learn how to enhance your digital resume as a professional educator with examples of your own media creations as well as students projects you facilitate. Links to student media examples as well as project storyboards/tools are available on maps.playingwithmedia.com.
Tools & Practices for Autonomous Teacher DevelopmentNik Peachey
This is my plenary from day 3 of the NELTA 22nd International Conference. The presentation looks at how to use a range of social media for autonomous teacher development.
SYNERGY Induction to Pedagogy Programme - Criteria of Peer Learning (ENGLISH)Sarah Land
The SYNERGY Induction to Pedagogy programme was created by project partners, with the aim of helping micro-enterprise owners using the SYNERGY Exchange platform, to engage in peer-to-peer learning opportunities. This training programme comprises six modules and is delivered over 5 hours through a series of video lectures and PowerPoints which have been written, developed and recorded by project partners.
These modules provide micro-enterprise owners with a sound understanding of the basics in relation to e-didactics, quality criteria of peer-learning, evaluation of online learning resources and online learning environments, producing quality learning resources for peers and other knowledge that has helped them to become competent and confident online peer-educators. This module is entitled ‘Criteria of Peer Learning’ and provides content which relates to peer learning and offers an introduction to peer learning models.
These slides are available in English, Finnish, German, Greek, Italian and Romanian.
Against Counteranthropomorphism: The Human Future of EducationJesse Stommel
In Obedience to Authority: An Experimental View, Stanley Milgram coined the term “counteranthropomorphism” — the tendency we have to remove the humanity of people we can’t see. These may be people on the other side of a wall, as in Milgram’s famous (or infamous) experiments, or people mediated by technology in a virtual classroom. Our turn to digital solutionism has frustrated our attempts at imagining a humane future for higher education. The less we understand our tools, the more we are beholden to them. The more we imagine our tools as transparent or invisible, the less able we are to take ownership of them. It is essential that we consider our tools carefully and critically—that we empty all our LEGOs onto the table and sift through them before we start building. Some tools are decidedly less innocuous than others. And some tools can never be hacked to good use. Remote proctoring tools can’t ensure that students will not cheat. Turnitin won’t make students better writers. The LMS can’t ensure that students will learn. All will, however, ensure that students feel more thoroughly policed. All will ensure that students (and teachers) are more compliant.
Ultimately, the future of education is humans not tools, and our efforts at hacking, forking, and remixing education should all be aimed at making and guarding space for students and teachers. If there is a better sort of mechanism that we need for the work of digital pedagogy, it is a machine, an algorithm, a platform tuned not for delivering and assessing content, but for helping all of us listen better to students. But we can’t get to a place of listening to students if they don’t show up to the conversation because we’ve already excluded their voice in advance by creating environments hostile to them and their work.
Presentation on 27 October 2016 at an Ethics Symposium as part of the Siyaphumelela Project, Kopanong Hotel & Conference Centre, Johannesburg, South Africa
Invited presentation at "Transforming the Curriculum: South African Imperatives and 21st Century Possibilities", University of Pretoria 28 January 2016. A voice-over of the presentation is available on YouTube at https://www.youtube.com/watch?v=YFwQ6oa8_y0
A full draft version of the presentation can be found at https://www.researchgate.net/publication/292502252_Curricula_as_contested_and_contesting_spaces_Geographies_of_identity_resistance_and_desire
A presentation about school design that I made in hopes of sparking some discussion in the Milton-Freewater School District. The presentation usually has music and slide-timing.
The pictures are from DesignShare.com I posted about this video on my blog at esltechnology.com
Presentation given at SXSWedu on March 6, 2012. The podcast of the presentation can be found here: http://audio.sxsw.com/2012/podcasts/edu/06_Re_envisioning_Pedagogy.mp3
Similar to Some tentative provocations on #highered and social justice: Caught between the curriculum as Prozac, protest, pontification and performance
Conferencia presentada en el I Coloquio Internacional Medios, Producción y Educación, Universidad Estatal a Distancia de Costa Rica
22 y 23 de agosto, 2019
Keynote on 6 June 2017 @ the 7th Teaching & Learning Conference Theme: Going Places: Let’s Invent the Future
Hosted by North-West University, Vanderbijlpark, South Africa
Keynote on 2 June 2017 at the Learning Carnival – Celebrating Innovation and Excellence in Teaching and Learning
Hosted by North-West University @Mmabatho Palms, Mahikeng,
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Scholarly Networks: Friend or Foe or Risky Fray? ALL OF THE ABOVEBonnie Stewart
Keynote from Digital Pedagogy Lab Cairo, exploring the benefits, challenges, and complexities of engaging in public in digital networks, especially as higher education professionals.
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Presentation at LAK19, Tempe, Arizona. Text available at Proceedings of the 9th International Conference on Learning Analytics & Knowledge - https://dl.acm.org/citation.cfm?id=3303796
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Presentation at the 25th Annual Conference of the South African Association for Institutional Research (SAAIR), 12-15 November, 2018, Durban University of Technology (DUT), Durban, South Africa
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Guest presentation: SASUF Symposium: Digital Technologies, Big Data, and Cybersecurity, Vaal University of Technology, Vanderbijlpark, South Africa, 15 May 2018
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Some tentative provocations on #highered and social justice: Caught between the curriculum as Prozac, protest, pontification and performance
1. Paul Prinsloo
University of South Africa (Unisa)
@14prinsp
Invited presentation in the Doctor of Distance Education Program (EDDE 804),
Athabasca University, 23 February 2017
Some tentative provocations on #highered
and social justice:
Caught between the curriculum as Prozac,
protest, pontification and performance
Image credit: https://pixabay.com/en/lost-places-old-decay-ruin-factory-1549096/
2. ACKNOWLEDGEMENTS
• I don’t own the copyright of any of the images used and hereby
acknowledge their original copyright and licensing regimes. All the
images used in this presentation have been sourced from Google
Images or Pixabay and were labeled for non-commercial re-use
• This work (excluding the licencing regimes of the images from Google)
is licensed under a Creative Commons Attribution-NonCommercial 4.0
International License
3. Confessions of a sceptic
The notion of ‘sceptic’ does not refer to those who
doubt, but to them who investigate or research, as
opposed to those who assert and think that they have
found
Miguel de Unamuno
(29 September 1864 – 31 December 1936)
I have not found what I’m looking for
(with apologies to U2)
4. Not all the…Tentative points of
departures for
thinking about the
role of #highered
and social justice
Image credit – John Gray: https://en.wikipedia.org/wiki/John_Gray_(philosopher)
Image credit – Heresies –https://www.amazon.com/Heresies-Against-Progress-Other-Illusions/dp/1862077185
An imaginary conversation with John Gray –
Author of ‘Heresies’ (2004)
5. Not all the…
may be
“Belief in progress is the Prozac of the
thinking classes” (Gray, 2004, p. 3)
“History is not an ascending spiral of
human advance, or even an inch-by-inch
crawl to a better world. It is an unending
cycle in which changing knowledge
interacts with unchanging human needs.
Freedom is recurrently won and lost in an
alternation that includes long periods of
anarchy and tyranny, and there is no
reason to suppose this cycle will ever
end” (Gray, 2004, p. 3)
Image credit –https://www.amazon.com/Heresies-Against-Progress-Other-Illusions/dp/1862077185
6. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
“In ethics and politics, however, no
gain is irreversible. Human
knowledge grows, but the human
animal stays much the same.
Humans use their growing
knowledge to promote their
conflicting goals – whatever they
may be. Genocide and destruction
of nature are as much products of
scientific knowledge as antibiotics
and increasing longevity ”
(Gray, 2004, p. 4)
Image credit –https://www.amazon.com/Heresies-Against-Progress-Other-Illusions/dp/1862077185
7. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
“The lesson of the century that has
just ended is that humans use the
power of science not to make a
new world but to reproduce the old
one – sometimes in hideous ways.
This is only to confirm a truth
known in the past, but forbidden
today: knowledge does not make
us free”
(Gray, 2004, p. 6; emphasis added)
Image credit –https://www.amazon.com/Heresies-Against-Progress-Other-Illusions/dp/1862077185
8. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
“The core of the belief in progress is
that human values and goals converge
in parallel with our increasing
knowledge. The twentieth century
shows the contrary. Human beings use
the power of scientific knowledge to
assert and defend the values and goals
they already have. New technologies
can be used to alleviate suffering and
enhance freedom. They can, and will,
also be used to wage war and
strengthen tyranny”
(Gray, 2004, p. 106)
Image credit –https://www.amazon.com/Heresies-Against-Progress-Other-Illusions/dp/1862077185
9. If we accept, for now, that progress is not
inevitable and that increases in knowledge
and understanding do not, necessarily,
result in a more just and equal society,
where does it leave teaching and learning?
Image credit: https://pixabay.com/en/lost-places-old-decay-ruin-factory-1549096/
10. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Image credit:
https://commons.wikimedia.org/wiki/File:Imperial_Federation,_Map_of_the_World_Showing_the_Extent_of_the_
British_Empire_in_1886_(levelled).jpg
Overview of the presentation
• Curricula as the stories we (don’t or/and are not
allowed to) tell our children, our students, and
each other
• The curriculum as contested and contesting space:
a brief history
• The curriculum as Prozac
• The curriculum as protest
• The curriculum as performance/agency
• The curriculum as multiple and intersecting
narratives
• The curriculum as fragile
• (In)conclusions
11. If we see curricula as the
stories we tell, are allowed to
tell, don’t tell, forget to tell…
12. … where are the stories from …
…folks that live outside the norm? Where are the feminist
theories of …? Where are the queer theories of …? Where are
the not-able-bodied theories of …? Where are the immigrants
to Canada theories of …? Why do folks that do not occupy the
'norm' have to subscribe to largely white-patriarchal theories
of …, as reported by largely questionnaire-based studies of …
theories, on largely white male leaders [scholars][scientists]
[politicians][activists]?
(Adapted from a student question - David)
13. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
The Fight Between Carnival and Lent, Pieter Bruegel 1559, Den Bosch. Image credit: https://en.wikipedia.org/wiki/Carnival
In considering the nexus between higher
education and social justice, we need to
consider…
14. What are the “absences and
silences” (Morley, 2012) in our
curricula and staff and student
profiles? And why?
Who/what is ‘visible’ and
who/what is ‘invisible’ in our
curricula and institutions?
“…how do you make people
look at you when they can’t
even see you? How do you
make them take notice in the
first place?”
(Murphy, 2016, par. 11)
Image credit: https://samanthaburgoyne.wordpress.com/2014/06/15/the-invisible-man-book-cover-design/
15. Not all the…
may be
If “Belief in [a particular notion of?] progress is
the Prozac of the thinking classes” (Gray, 2004,
p. 3) – where does it leave the role of
#highered in service of social justice?
(Adapted from a student question - Rita Prokopetz)
Image credit: https://commons.wikimedia.org/wiki/File:Kapsula.png
16. Who controls the past controls
the future. Who controls the
present controls the past.
George Orwell
Image credit: https://pixabay.com/en/vaulted-cellar-tunnel-arches-keller-247391/
17. The ‘what’, the silences
and absences in
curricula and higher
education institutions
are determined by
those who lay claim to
own the future …
… and they will protect
their claims at all cost
Image credit: https://www.amazon.com/Who-Owns-Future-Jaron-Lanier/dp/1451654979
18. Higher education and its curricula are therefore a
“contested space” (Prinsloo, 2007) and “an arena of
struggle” (Shay, 2015)
Image credit: Canadian Gunners in the Mud, Passchendaele by Lieutenant Alfred Bastien, 1917, oil on canvas. Retrieved from,
https://en.wikipedia.org/wiki/Military_art
19. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Image credit:
https://commons.wikimedia.org/wiki/File:Imperial_Federation,_Map_of_the_World_Showing_the_Extent_of_the_
British_Empire_in_1886_(levelled).jpg
The curriculum as contested and
contesting space: a brief history
20. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Throughout the ages, what was considered to be “legitimate”
knowledge depended on the context; the societal value added by
the knowledge; as well as the validation of the knowledge by
persons/organisations who claimed the power to legitimate or
declare some knowledge as worthy or illegitimate/unworthy
21. There is no evidence or examples of instances
where knowledge production and its
dissemination were not controlled, regulated
and legitimised, whether in the early Academy
of Plato (385 BCE), the Buddhist Nalanda
University in Bihar, India ( 5th century BCE), the
University of Constantinople, established in 425
BCE, or the medieval Madrasahs founded in the
9th century CE.
22. Craft associations and guilds, whether the mask carving
association in Benin, or weavers in India – all had the same
basis, namely:
• the celebration and acknowledgement of expertise (the so-
called master craftsmen and craftswomen);
• exercising the monopoly on their craft in a particular
geographical area; and
• regulating and sanctioning access to the specific expertise
base
(See Davenport and Pruzak, 2000)
Image credit: https://commons.wikimedia.org/wiki/File:Novgorod_torg.JPG
23. “Guilds protected their special knowledge;
governments prohibited the export of
economically important skills. France, for
instance, made exporting lace-making
expertise a capital crime: Anyone caught
teaching the skill to foreigners could be put to
death”
(Davenport and Pruzak, 2000). (Also see Belfanti, 2004)
Image credit:
https://commons.wikimedia.org/wiki/File:Lace_Panel,_16th_century,_Italy,_Linen,_needlepoint_lace,_punto_in_aria,_Re
ticelli_pattern,_buttonhole_stitch.JPG
24. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
There is a gradual move of power away from the
knowledge producers to those who have the power
or standing to classify knowledge as legitimate,
as profane or sacred
(also see Bernstein 1996, Bourdieu & Passeron 1977)
25. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Image credit:
https://commons.wikimedia.org/wiki/File:Imperial_Federation,_Map_of_the_World_Showing_the_Extent_of_the_
British_Empire_in_1886_(levelled).jpg
1. The curriculum/higher
education as Prozac
26. A show/pill a day…
• Homo economicus – Consuming/amusing
ourselves to death…
• The constant need to ‘fit’ in to the demands
of the market
• The neoliberal prescription of lifelong learning
– always falling short, always lacking, always
defective, always in need of more training,
more development, more skills, always facing
obsolescence and joining those classified as
the “collateral casualties of progress”
(Bauman, 2004, p. 15)
Image credit: https://mytwocents.wordpress.com/2009/03/25/what-im-reading-amusing-ourselves-to-death-2/
28. Not all the…
may be
Page credit: http://www.newyorker.com/magazine/2017/02/27/why-facts-
dont-change-our-minds
Houston, we have a
problem…
29. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Image credit:
https://commons.wikimedia.org/wiki/File:Imperial_Federation,_Map_of_the_World_Showing_the_Extent_of_the_
British_Empire_in_1886_(levelled).jpg
2. The curriculum/higher
education as
protest/counter-
narrative
30. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
What is the potential for higher education
to formulate counter-narratives,
alternative visions of a more just future?
Image credit: https://pixabay.com/en/hand-arm-fist-outreach-protest-1482801/
31. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Page credit:
http://nymag.com/daily/intelligencer/2017/02/protesters-hang-
refugees-welcome-banner-from-lady-liberty.html?mid=twitter-
share-di
32. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Image credit:
https://commons.wikimedia.org/wiki/File:Imperial_Federation,_Map_of_the_World_Showing_the_Extent_of_the_
British_Empire_in_1886_(levelled).jpg
3. The curriculum/higher
education
performance/agency
33. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Image credit: https://pixabay.com/en/isolated-transparent-white-1513515/
From pontification to agency:
tentative pointers
35. The problem-path model
(Stamm et al., 2000)
Stage 0
Unaware of
situation
Stage 1
Heard about
situation, but
can’t say if it
is a problem
or not
Stage 2a
Situation is
NOT a
problem
Stage 2b
Situation IS
a problem
Stage 3
Thinking
about
solutions
Stage 4
Identification
of solutions
36. Critique of the
problem-path model
Stage 0
Unaware of
situation
Stage 1
Heard about
situation, but
can’t say if it
is a problem
or not
Stage 2a
Situation is
NOT a
problem
Stage 2b
Situation IS
a problem
Stage 3
Thinking
about
solutions
Stage 4
Identification
of solutions
Disengagement
37. A future-oriented
impact model
Stage 0
Unaware of
situation
Stage 1
Heard about
situation, but
can’t say if it
is a problem
of not
Stage 2a
Situation is
NOT a
problem
Stage 2b
Situation IS
a problem
Disengagement
Stage 3
Thinking
about
solutions
Stage 4
Identifi-
cation of
solutions
Stage 5
ACTION
Armchair
pontificators
Change
agents
38. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.
PNG
Image credit:
https://commons.wikimedia.org/wiki/File:Imperial_Federation,_Map_of_the_World_Showing_the_Extent_of
3. The
curriculum/higher
education as multiple
and intersecting
narratives
40. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/
Liberal
• Serving the public good – defined by those in power
• Increasing equality and access to individual freedoms
• A strong state role in welfare and re-distribution
• Higher education as key in achieving national development
goals
• Increasing access and the massification of higher education
• Economic growth as driver
• Everyone can be a success – from poverty to riches and the
individual as an autonomous, rational agent
• Let-us-forget-the-past-and-go-on-
with-our-lives-the-future-is-bright-
just-take-off-your-glasses-and-pull-
up-your-socks
41. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/
Neoliberal
• Austerity measures and defunding of higher education
• Commodification of the curriulum and the
rationalisation of the PQM
• Students and industry as customers
• Increasing administrative, well-paid staff and the
outsourcing of teaching to contract and adjunct faculty
• Institutional prestige and global university rankings
• “In this orientation, the role of the nation-state is to enable and to
protect, with military force if necessary, the rights of capital and the
smooth functioning and expansion of markets” (p. 91).
• Faculty have become “individualist strivers competing for grants,
publications, promotions, salary increases, better jobs elsewhere
according to a set of rules as market driven as anything dreamed up by
administrators” (Jemielniak & Greenwood, 2015, p. 73).
42. Imagecredit:https://pixabay.com/en/binary-code-man-display-dummy-face-1327512/
Critical
• It explores and exposes the inherent epistemological power and
patterns of violence in curricula
• It highlights capitalist exploitation, processes of racialization and
colonialism and other forms of oppression at work in seemingly
benevolent and normalised patterns of thinking and behavior (p.
91)
• The inclusion of more diverse voices but contrary to the production
of a singular and homogenous narrative of a nation-state, it “aims to
transform, pluralise, or replace these narratives through historical
and systemic analyses of patterns of oppression and unequal
distributions of power, labour and resources” (p. 91)
• This orientation contests and confronts the
notion of the university as “an elitist space,
and ivory tower” (p. 91)
43. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Image credit:
https://commons.wikimedia.org/wiki/File:Imperial_Federation,_Map_of_the_World_Showing_the_Extent_of_the_
British_Empire_in_1886_(levelled).jpg
4. The curriculum/higher
education as fragile,
potentially deviant space
for alternative futures
44. Not all the…
may be
Image adapted from
https://commons.wikimedia.org/wiki/File:All_persons_fictitious_disclaimer_English.PNG
Image credit: https://pixabay.com/en/fragile-text-wood-brown-antique-354606/
Handle with care
45. Soft-reform
space
Radical-reform space Beyond-reform space
Modernity’s life support Modernity’s palliative care
Recognitionofepistemologicalhegemony
Never have
been
happier,
healthier,
wealthier
Problems
addressed
through
personal
transformation
Problems
addressed
through
institutional
change
The game is awesome! Everyone can
win once we know the rules
The game is rigged, so if we
want to win we need to change
the rules
The game is harmful and
makes us immature, but we’re
stuck playing
Playing the game
does not make sense
Recognitionofontologicalhegemony
Recognitionofmetaphysicalentrapment
Racism
Capitalism
Colonialism
Heteropatriarchy
Nationalism
Race, capital,
heteropatriarchy
as modernity
(unfixable)
Alternatives
with
guarantees
Hacking
Hospicing
Other modes
of existence
based on
different
cosmologies
? ?
(Adapted from de Oliveira Andreotti, Stein, Ahenakew, & Hunt, 2015,p. 25)
FOUR SPACES OF ENUNCIATION
47. 47
The curriculum as fragile, deviant
hope
‘Maybe’ comes with no guarantees, only a chance. But ‘maybe’
has always been the best odds the world has offered to those
who set out to alter its course – to find a new land across the
sea, to end slavery, to enable women to vote, to walk on the
moon, to bring down the Berlin Wall.
‘Maybe’ is not a cautious word. It is a defiant claim of possibility
in the face of a status quo we are unwilling to accept…
(Young in the Foreword to Westley, Zimmerman & Patton, 2006)
Image credit: https://pixabay.com/en/key-stump-nature-forest-1683108/
48. THANK YOU
Paul Prinsloo
Research Professor in Open Distance Learning (ODL)
College of Economic and Management Sciences,
Office number 3-15, Club 1, Hazelwood,
P O Box 392
Unisa, 0003, Republic of South Africa
T: +27 (0) 12 433 4719 (office)
prinsp@unisa.ac.za
Skype: paul.prinsloo59
Personal blog: http://opendistanceteachingandlearning.wordpress.com
Twitter profile: @14prinsp
49. REFERENCES
Bauman, Z. (2004). Wasted lives. Modernity and its outcasts. Cambridge, UK: Polity Press.
Belfanti, C.M. (2004). Guilds, patents, and the circulation of technical knowledge. Northern Italy
during the early modern age. Technology and Culture, 45(3), 569–589.
Bernstein, B. (1996). Pedagogy, symbolic control and identity: theory, research, critique. London:
Taylor & Francis.
Bourdieu, P., & Passeron, J.C. (1977). Reproduction in education, society, and culture. Beverly
Hills, Calif: Sage.
Carrington, V. & Luke, A. (1997). Literacy and Bourdieu’s sociological theory: a reframing.
Language and Education, 11(2), 96-112.
Davenport, T.H., & Prusak, L. (2000). Working knowledge: how organisations manage what they
know. Ubiquity, (August 1 - August 31). Retrieved from
http://ubiquity.acm.org/article.cfm?id=348775
de Oliveira Andreotti, V., Stein, S., Ahenakew, C., & Hunt, D. (2015). Mapping interpretations of
decolonization in the context of higher education. Decolonization: Indigeneity, Education &
Society, 4(1), 21-40.
de Oliveira Andreotti, V., Stein, S., Pashby, K., & Nicolson, M. (2016). Social cartographies as
performative devices in research on higher education. Higher Education Research &
Development, 1-16
Gray, J. (2004). Heresies. London, UK: Granta Books.
50. REFERENCES (cont.)
Jemielniak, D., & Greenwood, D. J. (2015). Wake up or perish: Neo-liberalism, the social sciences,
and salvaging the public university. Cultural Studies? Critical Methodologies, 15(1), 72-82.
Murphy, M. (2016, January 9). The costs of being invisible. Social Theory Applied. Retrieved from
http://socialtheoryapplied.com/2016/01/09/the-invisible-man/
Prinsloo, P. (2007). The curriculum as contested space: An inquiry. In Contesting spaces: The
curriculum in transition (pp. 44–59). A monograph containing selected papers from the
African Conference on Higher Education held in September 2006, Pretoria, Republic of South
Africa. University of South Africa.
Shay, S. (2015). Curriculum reform in higher education: a contested space. Teaching in Higher
Education, 20(4), 431-441.
Stamm, K.R., Clark, F., & Eblacas, P.R. (2000). Mass communication and public understanding of
environmental problems: the case of global warming. Public Understanding of Science, 9,
219–237.
Westley, F., Zimmerman, B. & Patton, M.Q. (2006). Getting to maybe: how the world is changed.
Canada: Random House.