Scielo RSS <![CDATA[Journal of Education (University of KwaZulu-Natal)]]> http://www.scielo.org.za/rss.php?pid=2520-986820200003&lang=pt vol. num. 80 lang. pt <![CDATA[SciELO Logo]]> http://www.scielo.org.za/img/en/fbpelogp.gif http://www.scielo.org.za <![CDATA[<b>Editorial</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300001&lng=pt&nrm=iso&tlng=pt <![CDATA[<b>The <i>emergence </i>of an education policy dispositif in South Africa: An analysis of educational discourses associated with the fourth industrial revolution</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300002&lng=pt&nrm=iso&tlng=pt The notion of the fourth industrial revolution (4IR) has recently entered the public and policy domain in South Africa. It has rapidly found resonance in policy discourse and the popular media. It has also entered the language of educational policy and institutions. The impact of 4IR on educational thinking and practice has hitherto not featured in academic discussion on education in South Africa except for a keynote plenary session at the annual conference of the South African Education Research Association (SAERA) in Durban (October 2019). The South African Education Deans Forum recently published a call for the submission of chapters for a book on teacher education, 4IR, and decolonisation. In this article, I develop an address that I delivered at the SAERA 2019 conference as part of the plenary panel. The article consists of four sections. The first offers a consideration of the entry of 4IR discourse into the educational imaginary. I suggest in this section that 4IR discourse has installed a socio-technical imaginary in South Africa's unequal educational dispensation. The second section concentrates on the construction of educational governance. Based on research on 4IR-related policy making, I discuss the policy directions taken by the Department of Higher Education and Training and the Department of Basic Education in giving effect to ways of engaging with 4IR in each of their domains. The third section features a discussion of the impact of technological disruption on society, the economy and education. The final section presents a discussion of the emerging educational architectures in the 4IR and a critical consideration of the curriculum and pedagogical dimensions of 4IR, which, I argue, are informed by an orientation that prioritises the acquisition of generic skills. Sidelining knowledge and concepts as central to the structuring of the curriculum, a generic skills approach succumbs to what might be called a knowledge blindness that holds pernicious consequences for epistemic access in South Africa. <![CDATA[<b>Decolonising the university curriculum or decolonial-washing? A multiple case study</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300003&lng=pt&nrm=iso&tlng=pt In this article, we report on four case studies of how higher education institutions have grappled with the demands of decolonisation of their curricula. In some respects, the cases differ in form and content, and the unique responses to decolonisation of each institution are described and analysed. An important similarity among the institutions was the use of extensive public lectures, seminars, and workshops as a common strategy to deal with the calls for the decolonising of curricula. The inquiry is motivated by our concern that some institutions, in an effort to comply, might resort to instrumentalist and quick-fix solutions to decolonise curricula, which result in decolonial-washing rather than substantive change. We discuss the following themes based on the data and literature: decolonial-washing; decolonising of curricula as a national project; political symbolism; and the need for complicated conversations. We also reflect on the methodology used in this study. <![CDATA[<b>Pervasive skills and accounting graduates' employment prospects: Are South African employers calling for pervasive skills when recruiting?</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300004&lng=pt&nrm=iso&tlng=pt In response to the pressures of globalisation and information technology, accounting practitioners are generally expected to demonstrate greater capacity in pervasive or generic skills. Universities offering accounting programmes in South Africa have revised accounting degree curricula to provide an added focus on pervasive skills. However, it remains unclear whether such interventions strengthen the position of accounting graduates in the job-seeking process, nor is it clear which of the many possible pervasive skills are relevant for employers. Through content analysis of online advertised accounting vacancies, this quantitative study sought to investigate whether employers do call for pervasive skills when recruiting accounting graduates and, if so, which of these skills are most sought after. The findings indicate that, indeed, employers generally specified pervasive skills, and that oral and written communication and critical thinking were the most sought-after of these skills for accounting-related employment in South Africa. <![CDATA[<b>Meeting the challenges first year <i>engineering </i>graphic design pre-service teachers encounter when they read and interpret assembly drawing</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300005&lng=pt&nrm=iso&tlng=pt In this qualitative study, we explored the challenges first year engineering graphics and design (EGD) pre-service teachers (PSTs) encounter when they read and interpret assembly drawings (ADs). Vygotsky's zone of proximal development framed this study. Purposive sampling was used to generate data from twenty-one first year EGD PSTs using a think-aloud task and individual semi-structured interviews. We subjected the data to content analysis. The findings reveal that first year EGD PSTs, when they attempt to read and interpret ADs, encounter five challenges that have implications for the teaching of EGD with regard to scaffolding the development of spatial visual ability in first year EGD PSTs. <![CDATA[<b>Reflecting on BEd students' experiences of unfamiliar school contexts during school-based learning: A proposition for transformative learning</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300006&lng=pt&nrm=iso&tlng=pt As critical teacher educators, we advocate the transformational potential of school-based learning (SBL). Changing practice teaching contexts to accommodate unfamiliar SBL environments for student teachers offers them an excellent opportunity to develop critical skills as transformative intellectuals and agents of change. Yet anxiety about unfamiliar placements often prevents them from making the most of potential learning experiences. In this paper, we generated data via World Café conversations in which final-year Bachelor of Education (BEd) student teachers described their experiences of operating in an unfamiliar schooling context. The findings suggest that changing the SBL context can enable transformative learning experiences using critical pedagogy principles. Student teachers reported that they not only developed classroom skills, knowledge, confidence, and a deeper appreciation of learning opportunities through changing practice teaching contexts, but that they also gained a new understanding of what teacher transformative learning involves. <![CDATA[<b>Visual participatory methodology as a prompt for agentic creativity: Revealing views and visions of a teacher learning journey</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300007&lng=pt&nrm=iso&tlng=pt By using activities such as visual participatory methodologies, pre-service teachers and university staff members are able to explore and extend their ideas of what it means to be a teacher. In this research project, I sought to prompt a visual dialogue between students and staff. The distance provided when using creative enquiry procedures such as photo-voice, collage, and drawing allows participants, as members of a teaching community, to detach from their assumptions and view themselves, knowledge, and meaning making in more subtle ways. The aim of this creative participatory study was to explore dialogic engagement concerning the learning-to-teach journey of Bachelor of Education (B Ed) students at a South African university. The visual-based interaction of student teachers and staff is revealed, and the movements towards the goal of teacherness laid bare. I make an argument for the use of visual and creative approaches as a means of collaboratively bridging complicated and difficult territory, moving beyond boundaries to spaces of creative action. An account of the potential of artful portrayals as both disruptive and coalescing devices is a key contribution of this enquiry. <![CDATA[<b>Restorying lived lives in educational research: Storyboarding as a creative space for scholarly thinking in narrative analysis</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300008&lng=pt&nrm=iso&tlng=pt Traditionally, a storyboard has been used in the film-making industry as part of the preparatory process of film production. In this article, we focus on its use as a creative space for analysis in educational research. Specifically, we make visible our learnings, as social science researchers, about storyboarding as an imaginative, tangible, and reflexive space for narrative inquirers to work with the complexity of restorying lived lives in educational research. We draw on Sibonelo's reflections on using the storyboard in his doctoral dissertation and offer our subsequent dialogues on his reflections as the data for this article. Our learnings indicate that storyboarding opens-up researcher subjectivity in the restorying process. In engaging critical friends, it serves as a space for the mediation of multiple perspectives and meanings of participants' lived lives and is an imaginative space in which to filter creatively large amounts of field texts. We thus suggest that storyboarding enhances verisimilitude in the restorying process. <![CDATA[<b>Unlearning my communication pedagogy through poetic inquiry</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300009&lng=pt&nrm=iso&tlng=pt Feeling disenchanted with my communication pedagogy to undergraduate students at a university of technology, I searched for a means to improve my practices. Poetic inquiry assisted in unveiling how my personal and professional lived experiences had moulded my lecturer self and negatively influenced my communication practices. The reflexive writing of poems created an imaginative space in which embedded values and assumptions could be excavated, and the complexity of my entrenched beliefs made visible. The creative space helped crystallise my thinking and generate fresh insights into my white race and class privilege. New interpretations of how a merging of my personal and professional identities could improve my classroom teaching and learning were evoked through poetic inquiry. Furthermore, as a form of analysis, it served to disrupt ingrained instrumentalist patterns of thinking and acting whilst enabling a more imaginative envisioning of my communication pedagogy. <![CDATA[<b>Their capital has value, too: Exploring parental educational support in low-socioeconomic single-mother families</b>]]> http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2520-98682020000300010&lng=pt&nrm=iso&tlng=pt Parental educational support is a key contributing factor to the educational success of children (Epstein, 2018; Hill & Tyson, 2009; Seginer, 2006). However, educational research has shown that schools tend to engage with single-mother families from a deficit perspective, labelling such parents "uninvolved" and "uncaring" (Hampden-Thompson, 2009; Hoover-Dempsey et al., 2001; Robinson & Werblow, 2012). Often not considered, are the embedded forms of capital present in single-parent families and the ways in which single parents invest in their children's education. In this article, we report on the findings of a qualitative multiple-case study of single-mother families from a South African community. Six single-mother family units were researched for the contributions they made to their children's educational success. Our theoretical framework was informed by Yosso's (2005) model of community cultural wealth. Our findings show that, despite severe societal adversity, these participating mothers invested in their children's educational and emotional well-being by accumulating alternative forms of embedded community cultural wealth. Our findings have relevance for the ways in which schools engage with, and collaborate with, such parent communities to advance positive school-family relationships.