Development of students’ academic literacies viewed through a political ethics of care lens

A. Dison

Abstract


This article explores insights which the political ethics of care (Tronto 1993; 2013) offers to academic literacies development of students. Research on ethics of care has been conducted in contexts ranging from micro to macro levels. However there has been no research on academic literacies development using this lens. In this article, data on academic literacy development within a health sciences faculty at a South African university is re-analysed through an ethics of care lens. Curriculum and programme alignment, departmental relationships and ethos and institutional approach to academic literacies development are considered through this lens. While the initial research project focused on student acquisition of dominant academic literacies, this article explores the insights that care ethics can bring to a “transformative” approach to academic literacies (Lillis and Scott 2007) and argues that care ethics can make a contribution to the decolonisation of education.


Keywords


academic literacies; political ethics of care; attentive listening; health sciences education; decolonisation

Full Text:

PDF

References


Ballard, B. and J. Clanchy. Literacy in the University: An ‘Anthropological’ Approach. In Literacy by Degrees, ed. G. Taylor, B.Ballard, V.Beasley, B. Hanne, J. Clanchy and P. Nightingale.1988. Milton Keynes: Society for Research in Higher Education/Open University.

Bath, D., C. Smith, S. Stein, and R. Swann (2004) Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum, Higher Education Research & Development. 23(3). 313-328.

Biggs, J.B. (1999) What the Student Does: teaching for enhanced learning. Higher Education Research & Development. 18:1, 57-75.

Boughey, C. & S. McKenna. 2017. Analysing an audit cycle: a critical realist account. Studies in Higher Education. 42(6). 963-975.

Barrie, S. 2007. A conceptual framework for the teaching and learning of generic graduate attributes. Studies in Higher Education. 32(4). 439-458.

Bozalek, V. 2013. Equity and graduate attributes. In Universities and human development. A sustainable imaginary for the XXI century, eds. A. Boni and M. Walker, 69-81. London: Taylor and Francis.

Bozalek, V. and A. Dison. 2013. Using the human capabilities approach as a normative framework to evaluate institutional teaching and learning interventions at UWC. SAJHE. 27(2): 383–400.

Bozalek, V., Mitchell, V., Dison, A. and M. Alperstein. 2016. A diffractive reading of dialogical feedback through the political ethics of care. Teaching in Higher Education. 21(7): 825-838.

Bruner, J. 1986. Actual minds, possible worlds. Cambridge, Mass.: Harvard University.

Cazden, C. B. 1994. Vygotsky and ESL literacy teaching. TESOL Quarterly, 28 (1), 172 - 176.

Council for Higher Education. 2016. South African higher education reviewed. Two decades of democracy. Pretoria: CHE.

Dison, L. and J. Moore. 2017. Embedding writing development in the curriculum: the quest for ethically sound educational interventions. Unpublished paper presented at ICED and HELTASA Conference, Cape Town, 23 to 25 November 2017.

D’Andrea, V. M. and D. Gosling. 2005. Improving teaching and learning: A whole institution approach. Maidenhead: SRHE and Open University Press.

Fisher, B. and J. Tronto. 1990. Toward a Feminist Theory of Caring. In Circles of Care: Work and identity in women’s lives, ed. E. K. Abel and M. Nelson, 35-62. Albany: SUNY Press.

Gee, J. 2008. Social Linguistics and Literacies. Ideology in discourses. Third edition. Milton Park: Routledge.

Jacobs, C. 2007. Mainstreaming academic literacy teaching: Implications for how academic development understands its work in higher education. SAJHE. 21(7): 870-881.

Lea, M. 2016. Academic literacies: looking back in order to look forward. CriSTaL. Special issue on ‘Literacy, language and social justice in the changing university’. 4(2): 88-101.

Lea, M. and B.V. Street. 1998. Student writing in higher education: An academic literacies approach, Studies in Higher Education. 23(2): 157-172.

Lillis, T. and M. Scott. 2007. Defining academic literacies research: issues of epistemology, ideology and strategy. Journal of Applied Linguistics. 4(1): 5–32.

Moje, E. 2007. A review of literature on disciplinary literacy teaching: Developing socially just subject matter instruction. Review of Research in Education. 31: 1–44.

Omar, A. 2016. Op-Ed: Moving beyond the discourse of fees and free education, 3 October 2016. Available at: https://www.dailymaverick.co.za/article/2016-10-03-op-ed-moving-beyond-the-discourse-of-fees-and-free-education/#.WQSc-YiGPIU (accessed 11 October 2017).

Paxton, M. and V. Frith. 2014. Implications of academic literacies research for knowledge making and curriculum design. Higher Education. 67: 171–182.

Robinson, F. 2011. Stop Talking and Listen: Discourse Ethics and Feminist Care Ethics in International Political Theory. Millennium: Journal of International Studies. 39(3): 845–860.

Sevenhuijsen, S. 1998. Citizenship and the ethics of care. Feminist considerations on justice, morality and politics. London and New York: Routledge.

Sevenhuijsen, S. 2002. “Steps towards an Ethic of Attention.” Paper presented at the conference on Gender, Sexuality and the Law, Keele University, June 28-30.

Street, B.V. 1984. Literacy in theory and practice. Cambridge University Press: Cambridge.

Teater, B.A. 2011. Maximizing Student Learning: A Case Example of Applying Teaching and Learning Theory in Social Work Education. Social Work Education. 30(5): 571-585.

Tronto, J.C. 1993. Moral Boundaries. A Political Argument for an Ethic of Care. New York and London: Routledge.

Tronto, J.C. 2013. Caring Democracy. Markets, Equality, and Justice. New York: New York University Press.

Vygotsky, L. S. 1978. Mind in Society. Cambridge, Mass.: Harvard University Press.

Zembylas, M., V. Bozalek and T. Shefer. 2014. Tronto’s notion of privileged irresponsibility and the reconceptualisation of care: implications for critical pedagogies of emotion in higher education. Gender and Education. 26(3):200-214.




DOI: https://doi.org/10.20853/32-6-2657

Refbacks

  • There are currently no refbacks.


eISSN: 1753-5913

Copyright © 2016 South African Journal of Higher Education

Hosted by Stellenbosch University Library and Information Service since 2016.

Creative Commons License -CC BY-NC-ND 4.0

Disclaimer:
This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.