Research publications - DLL

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https://hdl.handle.net/10566/9234

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Browsing by Author "Jones, Barbara"

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    Flexible learning and teaching: Looking beyond the binary of full-time/part-time provision in South African higher education
    (University of the Western Cape, 2015) Walters, Shirley; Jones, Barbara
    This paper engages with literature on flexible learning and teaching in order to explore whether it may be possible, within the South African context, to have flexible learning and teaching provide a third way which goes beyond the current practice of full-time/part-time provision. This binary classification of students is a proxy for day-time/after-hours delivery. The argument is made that effective, flexible learning and teaching requires a fundamental shift in thinking about learning and teaching in higher education that moves us beyond such binaries. The paper proposes that in order to ensure access and success for students, ‘common knowledge’ (Edwards, 2010) will need to be co-constructed which understands flexible learning and teaching in ways which will meet needs of a diversity of students, including working students. It will require ‘resourceful leadership’ (Edwards, 2014) within the university that recognises, enhances and gives purpose to the capability of colleagues at every level of the systems they lead. Also, it will require the building of ‘common knowledge’ between certain sectors of universities and particular workplaces.
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    Recognition of prior learning as “radical pedagogy”: a case study of the workers' college in South Africa.
    (All Rights Reserved © Faculty of Education, McGill University, 2013) Bofelo, Mphutlane; Shah, Anitha; Moodley, Kessie; Cooper, Linda; Jones, Barbara
    This article argues that the model of Recognition of Prior Learning (RPL) in use at the Workers’ College in South Africa may be seen as a form of “radical pedagogy.” Drawing on documentary sources, focus group interviews with staff, and observations, it describes an educational philosophy which aims to build the competencies of activists in labour and community organizations, facilitate their self-affirmation and dignity, and provide an access route to post-school education. It documents and attempts to theorize how this philosophy is enacted in classroom pedagogy, and explores some of the tensions and contradictions encountered. It concludes by acknowledging the unique contribution of these educational practices to an understanding of what RPL as radical pedagogy might look like.