Making gazes explicit: facilitating epistemic access in the humanities

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dc.contributor.authorLuckett, Kathyen_ZA
dc.contributor.authorHunma, Aditien_ZA
dc.date.accessioned2014-10-28T14:08:30Z
dc.date.available2014-10-28T14:08:30Z
dc.date.issued2014en_ZA
dc.descriptionThe final publication of this article is available at Springer via http://dx.doi.org/10.1007/s10734-013-9651-7.en_ZA
dc.description.abstractThis paper addresses the problem of curriculum design in the Humanities and Social Sciences, and more specifically the challenge of designing foundation courses for first-generation or 'disadvantaged' learners. Located in the social realist school of the sociology of education studies that builds on the legacy of Basil Bernstein, we emphasise the importance of knowledge and understanding the principles that generate 'what counts' in particular courses and disciplines. In order to operationalise this, we used Maton's Legitimation Code Theory to uncover the knowledge/knower structures in eight first year courses in four of the most popular majors in a Faculty of Humanities. Our data sources were curriculum documents and exam papers in particular. The findings are presented and the 'codes', 'gazes, and 'lenses' for each set of courses delineated. The findings are being used to inform the design of a set of curriculum and pedagogic interventions that aim to offer powerful ways of knowing to novices in the Humanities and Social Sciences.en_ZA
dc.identifier.apacitationLuckett, K., & Hunma, A. (2014). Making gazes explicit: facilitating epistemic access in the humanities. <i>Higher Education</i>, http://hdl.handle.net/11427/8867en_ZA
dc.identifier.chicagocitationLuckett, Kathy, and Aditi Hunma "Making gazes explicit: facilitating epistemic access in the humanities." <i>Higher Education</i> (2014) http://hdl.handle.net/11427/8867en_ZA
dc.identifier.citationLuckett, K., Hunma, A. 2014. Making gazes explicit: facilitating epistemic access in the humanities. Higher Education.en_ZA
dc.identifier.issn0018-1560en_ZA
dc.identifier.ris TY - Journal Article AU - Luckett, Kathy AU - Hunma, Aditi AB - This paper addresses the problem of curriculum design in the Humanities and Social Sciences, and more specifically the challenge of designing foundation courses for first-generation or 'disadvantaged' learners. Located in the social realist school of the sociology of education studies that builds on the legacy of Basil Bernstein, we emphasise the importance of knowledge and understanding the principles that generate 'what counts' in particular courses and disciplines. In order to operationalise this, we used Maton's Legitimation Code Theory to uncover the knowledge/knower structures in eight first year courses in four of the most popular majors in a Faculty of Humanities. Our data sources were curriculum documents and exam papers in particular. The findings are presented and the 'codes', 'gazes, and 'lenses' for each set of courses delineated. The findings are being used to inform the design of a set of curriculum and pedagogic interventions that aim to offer powerful ways of knowing to novices in the Humanities and Social Sciences. DA - 2014 DB - OpenUCT DP - University of Cape Town J1 - Higher Education KW - Legitimation Code Theory KW - Bernstein KW - sociology of education KW - humanities KW - curriculum studies KW - higher education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2014 SM - 0018-1560 T1 - Making gazes explicit: facilitating epistemic access in the humanities TI - Making gazes explicit: facilitating epistemic access in the humanities UR - http://hdl.handle.net/11427/8867 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8867
dc.identifier.vancouvercitationLuckett K, Hunma A. Making gazes explicit: facilitating epistemic access in the humanities. Higher Education. 2014; http://hdl.handle.net/11427/8867.en_ZA
dc.language.isoengen_ZA
dc.publisherSpringeren_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceHigher Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1007/s10734-013-9651-7en_ZA
dc.subjectLegitimation Code Theoryen_ZA
dc.subjectBernsteinen_ZA
dc.subjectsociology of educationen_ZA
dc.subjecthumanitiesen_ZA
dc.subjectcurriculum studiesen_ZA
dc.subjecthigher educationen_ZA
dc.titleMaking gazes explicit: facilitating epistemic access in the humanitiesen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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