RITAL 2015 Call for Abstracts

Research and innovation in teaching and learning (and curriculum) – RITAL Conference

2 December 2015. SARETEC Bellville Campus

Evaluation and impact of educational interventions

This is often narrowly conceived as being about marks, throughput figures or evidence from student evaluation forms. Though these matter, we will be extending what counts in evaluation to, for example, evidence of change in students’ ways of thinking and doing even if this may not have been predicted or matched to outcomes. Other means of evaluation could also include types of action research such as design based-research.

Please email februaryd@cput.ac.za if you would like to attend

Mode of presentation
20 minute full paper
Short 6 minute Pecha Kucha slide show
40 minute workshop session

Abstract due date
Friday 23 October 12 P.M. to februaryd@cput.ac.za

The conference is open to all CPUT staff. RIFTAL grantholders will be presenting at the conference, and TDG grantholders are also encouraged to present.

Keynote: Prof. Professor Kathy Luckett (UCT)

Keynote Address
A. Prof. Kathy Luckett, Director Humanities EDU, UCT

Abstract:
Making the Implicit Explicit: Pedagogies for Epistemic and Social Access

In this presentation I will first set out the basic principles of Karl Maton’s Legitimation Code Theory (Specialisation). I will use this conceptual scheme to map the intellectual development of Academic/ Education Development in South Africa. I will show that AD interventions begun in the early 1980s were based on an autonomous, decontextualized skills discourse that was explicit about a genericized form of procedural knowledge (ER+, SR-). A major shift took place in the 1990s, influenced by socio-cultural theories of learning and the New Literacy Studies. The focus of AD work shifted to viewing the academic literacies as situated social practices (SR+, ER-). This approach suggested that students learn best in socially situated literacy events, where sustained participation and identification with a particular ‘community of practice’ leads to the production of socially purposeful texts. This approach emphasises the social relations of acquiring knowledge or ‘acquiring a gaze’ and tends to promote an implicit pedagogy. This approach is particularly compatible with a critical/ emancipatory interest that aims to empower learners from oppressed social groups, helping them to find a voice and take up a position against dominant cultural forms. More recently in the South African AD field there has been a call to ‘bring knowledge back in’ and to focus on ‘epistemic access’ (ER+) as opposed to ‘social access’ (SR+). I will argue that working for both forms of access – social and epistemic – are crucial for ED work and that we need to move beyond unproductive stand-offs between social-practice-based accounts and knowledge-based accounts of academic literacy. Rather the challenge is to develop powerful pedagogies (ER+, SR+) that enable students to acquire the recognition and realisation rules for accessing and producing legitimate texts in the powerful knowledge forms. I turn to the work of Robert Brandom to suggest ways of doing this. His work highlights the importance of (implicit) inferential reasoning and provides ways of ‘making the implicit explicit’.

Research and Innovation in Teaching and Learning Conference (RITAL) 2013: Building knowledge and cultivating knowers in career-focussed education

The challenge for career focused education is to support and develop students in their acquisition of ways of doing, talking and thinking in their careers as well as the knowledge bases relevant to their field. Thus cultivating the knower through authentic exposure to a variety of practice sites both within and outside of the university is as important as the development of more factual/theoretical knowledge bases.

Date and location: Tuesday 10 December 2013, Hotel School Granger bay

Keynotes address will be done by Professor  Suellen Shay,  Dean of Centre for Higher Education, University of Cape Town.

Call for abstracts deadline 8 November 2013: submit to Ms. Denise February (februaryd@cput.ac.za )</
Deadline for registration 25 November 2013: submit to Ms. Denise February (februaryd@cput.ac.za)

Registration_2013 – RITAL 

Organisers: James Garraway, Desire Scholtz and Siya Sabata

Welcome to the 2013 RITAL conference page

Building knowledge and cultivating knowers in career-focussed education

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The challenge for career focused education is to support and develop students in their acquisition of ways of doing, talking and thinking in their careers as well as the knowledge bases relevant to their field. Thus cultivating the knower through authentic exposure to a variety of practice sites both within and outside of the university is as important as the development of more factual/theoretical knowledge bases.

Date and location: Tuesday 10 December 2013, Hotel School Granger bay

Keynote speaker:-

Professor  Suellen Shay: Dean, Centre for Higher Education Development, University of Cape Town.

Call for abstracts deadline 8 November 2013: submit to Ms. Denise February (februaryd@cput.ac.za)

Deadline for registration 15 November 2013: submit to Ms. Denise February (februaryd@cput.ac.za)
Writing retreat for selected papers from the 17th to 19th February 2014 at Mount Fleur