How knowledge structures in English Education and English Literary Studies influence pedagogical practices. 154 Figure 5.19: Document analysis schedule of lecture material in English Education……….157 Figure 5.20: Half-year examination in English Education……….158 Figure 5.21: Document analysis schedule of English Education half-year examination…..159 .
Introduction
Rationale and context of the study
The goals of the study
Structure of the thesis
Limitations of the study
Conclusion
Introduction
Her study of the remaining HEIs in South Africa (2010) analyzes evidence related to institutional quality audits carried out by the Higher Education Quality Commission (HEQC). It can be argued that it is students who make up the 'majority of citizens' in higher education.
Conclusion
Introduction
This has enabled the researcher to investigate the phenomena of knowledge structures and pedagogical practices to show how these disciplines are socially constructed entities. Therefore, the purpose of this chapter is to discuss the epistemological framework used in this study to explore the phenomena of knowledge structures and pedagogical practices. From the above research questions, it is clear that the case study is not about a single individual, but rather about an event in discovering the phenomena of knowledge structures and pedagogical practices and the process of its implementation.
This question is designed to generate data on the impact of knowledge structures on pedagogical practices in each discipline. This question aims to generate data about the ways in which pedagogical practices affect student learning. In this chapter it will be argued that social realist and critical theories are primary for the interpretation of the data of knowledge structures and pedagogical practices in the two disciplines studied.
Case study research was chosen as the research design, as the study wants to show how knowledge structures and educational practices (English Literary Studies and English Education) work. This is crucial for this study, as socially critical issues and ideologies are embedded in knowledge structures and educational practices.
A stratified layering: Social and Critical Realist theories
Precisely in this direction, the ontological position of the theories and explanations offered in this study, explains the causal interactions that emerge from the environment of knowledge structures and pedagogical practices in the disciplines under study (Archer, 1998). In order to understand the knowledge structures and pedagogical practices in the disciplines studied at the University of the Witwatersrand (Wits), it is essential to understand the social reality within which these disciplines emerged. In the framework of this study, the social realities that were studied are knowledge structures and pedagogical practices from the disciplines of English Literary Studies and English Education.
In the context of this study, it is lecturers, supervisors and students who work within higher education within their specific disciplines. The morphogenetic approach helped the study make sense of the events and changes that have occurred in the departments of English Education and English Literature. Emergence also provides the study with a way to discuss structures without reification of the social world in the two disciplines under investigation.
To gain a better understanding of the underlying structures and causal mechanisms visible in the social world, it is worth first considering the concept of 'society'. The empirical aspects that the study dealt with in the study are the following: the knowledge structures of each discipline, the pedagogical practices of the teachers and/or supervisors.
Explicating knowledge-blindness
Introduction
Key research questions and their origins
On interpreting the research paradigm
A case study research design
A qualitative methodology
Research instruments to investigate the phenomena
Sampling techniques to engage with the phenomena
Ethical considerations in the study
Conclusion
Introduction
Engagement with the phenomena
The understanding of disciplinary knowledge structures in English Education and
Conclusion
Introduction
Tutor, according to the premise of Mgqwashu (2007) of English Studies, included ways of thinking and speaking about literary discourse, which is presented in the literary text, "Serfi" and other forms of communication of experiences, which, as always, is considered. as social existence. The teacher understood the poem well and asked/challenged the students to understand it. The eternal, dirty patience of the serf who moves the closest to the bare earth.
What aspects of the paper do you think have helped you to understand the relationship between disciplinary knowledge structures and pedagogy? What evidence in the document helps you understand the impact of disciplinary knowledge structures on pedagogical practice. What is interesting is that, according to the focus group interview above, all students did not seem to identify with the sociolinguistics course in English Education and, at the level of real experiences (Bhaskar, 1979), educationally, psychologically and emotionally. evident (Interview 2, May, 2014).
It should be noted that knowledge is not necessarily a universal truth, since we can only "know" the world in terms of socially created knowledge that changes over time and between socio-cultural contexts (epistemological relativism). What aspects of the document do you think helped you understand the relationship between disciplinary knowledge structures and pedagogy?
Digging deeper: The role of disciplinary knowledge on pedagogic practice
These socio-cultural norms and gaining access to a discourse community across the disciplines are rarely made explicit to students, who are then excluded for not adopting the correct 'way of being' (Gee, 2003, p.9). By doing this he actually lost the attention of most of his students (e.g. the students are on their cell phones and some students had their heads on the desk). From the perspective of English studies, this teacher taught students ways of thinking, writing and speaking about argumentative essays as presented in literary texts and other forms of communication about experiences, which are also and always a social existence (Mgqwashu, 2007 ).
He used most of the 45 minutes to dwell on that one essay, though he encouraged discussion. His own understanding of English Studies was reflected in his pedagogy as he explored ideological presence and pressure, typical writing practices in a given situation or discipline, and common or expected methods of inquiry (Mgqwashu, 2007). From an English Studies perspective, the tutor could have presented ways of thinking, writing and speaking about individual ideas as they are presented in literary essays, and distinguished between knowledge of and about language (Mgqwashu, 2007).
In Pope's (1998) understanding of English studies, this tutor allows students to have perspectives and visions, including re-visions, that they would otherwise be denied and unaware of. It should be used as a tool to instill knowledge and encourage student awareness of the role of the literary arts in higher education and society.
Conclusion
Conceptions of disciplinary knowledge and its role in student learning
Cracks in the system: Disciplinary identity in English Education and English
Perceived effect of pedagogic practices on student learning
The role of knowledge structures and pedagogic practices on student learning: A
Conclusion
Introduction
Development of arguments in each Chapter
Pedagogical implications and applications for higher education
Prospects for future study
Conclusion
English Literary Studies
English Education
Course Outline English Literary Studies
As the study was able to collect sufficient data through interviews, observations and analysis of documentary evidence, given such access to data that formulated the study's 'case', the researcher was able to formulate the research questions to the study. For her, the 'morpho' element is a recognition that society has no predetermined form or preferred state: the 'genetic' part is a recognition that it takes its form from, and is shaped by, agents, derived from the intended and unintended consequences of their activities” (Archer, 1995b, p.5). The structure of the disciplines English Literary Studies and English Education, the socio-economic context of the students and the cultural identities of the lecturers and/or and their pedagogical practices had an influence on what is the disciplinary knowledge to which students study.
By using analytical dualism, this study was able to develop insights into the autonomy of each of the elements and their emergent powers and how they functionally relate over time in the context of the two disciplines under investigation. Thus, society, as represented by a higher education institution (HEI) in this study, does not exist in isolation from individual activity; rather, it is a product of the activity. Since the phenomena of knowledge structures and educational practices are familiar to us, the study was able to use these to make sense of the social world investigated in this thesis.
According to Bernstein (2000, p.6), classification is an example of power relations and focuses on the strength of the boundaries between the "categories, agents, actors or discourses". Of the four types of specialization codes, the essential one is: 'what you know' (knowledge code). The chapter concludes with a discussion of the social position of higher education and English disciplines.
This discussion is based on the literature review in Chapter 2 that shows "the negative implications caused by the mystification of disciplinary discourses in various disciplines in universities, and English literature studies" and English education in particular (Mgqwashu, 2007, p. 60 ).
This study attempts to make readers explicitly aware of the 'epistemological core' of English Education and English Literary Studies. To this end, data generated on knowledge structures and pedagogical practices in the disciplines of English Education and English Literary Studies are critically interpreted in terms of the degree to which they enable learning. As mentioned in previous chapters, the purpose of this study is to examine the role of knowledge structures on pedagogical practices in the departments of English Education and English Literary Studies at the University of the Witwatersrand.
Since knowledge is less explicit in English education and English literary studies, the basis of the field becomes difficult to discern. According to your understanding of English Education/English Literature, you believe you meet the module's outcomes and requirements. English Literary Studies is the study of literary texts..it is the study of interpreting literary texts..and also..being able to construct arguments and improve writing and reading skills.
Students sat in rows in a lecture hall. The lecturer confirmed her position at the front of the lecture hall. So it is very difficult for students and [I would like] them to write a lot [based on] what we discuss in the lectures and that kind of thing [but] ..the time is not there (Interview, Nicole , May 2014 ). So it's very difficult for students to make them write a lot [based on] what we discuss in the lectures and that kind of thing because ..the time is not there (Interview, Nicole, May, 2014).
For Bernstein (2001, pp) It is often assumed that the voice of the working class is the absent voice from pedagogical discourse. But what is missing from the pedagogical discourse is her own voice. It is as if the specialized discourse of education is merely a voice through which others speak”: the 'others' (knowers) in the context of this research speak to the marginalized voices (students) in the form of knowledge structures.
