How do academics come to know? the structure and contestation of discipline-specific knowledge in a design school

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dc.contributor.authorCliff, Alan Fen_ZA
dc.contributor.authorWoodward, Roben_ZA
dc.date.accessioned2014-11-29T17:42:01Z
dc.date.available2014-11-29T17:42:01Z
dc.date.issued2004en_ZA
dc.descriptionThe final publication is available at Springer via: http://link.springer.com/article/10.1023%2FB%3AHIGH.0000035540.81337.4f.en_ZA
dc.description.abstractThis paper reports the results of a small-scale (n = 9) interview study of the 'ways of knowing' of academics in a Design School at a South African polytechnic. The focus of the study was on exploring the perceptions of these academics about discipline-specific knowledge in their fields. The paper presents an analysis of the responses, derived from semi-structured interviews, to questions concerning the origin, development, structure, and contestation of knowledge. Responses were classified and tabulated in terms of their relation to theories of epistemology and the findings analysed in relation to how they might be said to be descriptive of qualitatively different views of the construction and contestation of discipline-specific knowledge. The analysis suggests that there are some areas of commonality, such as the agreement that their knowledge has an eclectic base and that its structure is influenced by personal, historical, professional and technological imperatives in the discipline. On the other hand, there are some tensions in beliefs about the structure and contestation of knowledge. The analysis draws out tensions between the established canon and popular culture; between individual intuition and professional benchmarks; and between Eurocentric and Afrocentric knowledge bases. Concluding comments suggest that these tensions have important implications for both the content and methodology of teaching.en_ZA
dc.identifier.apacitationCliff, A. F., & Woodward, R. (2004). How do academics come to know? the structure and contestation of discipline-specific knowledge in a design school. <i>Higher Education</i>, http://hdl.handle.net/11427/9854en_ZA
dc.identifier.chicagocitationCliff, Alan F, and Rob Woodward "How do academics come to know? the structure and contestation of discipline-specific knowledge in a design school." <i>Higher Education</i> (2004) http://hdl.handle.net/11427/9854en_ZA
dc.identifier.citationCliff, A., Woodward, R. 2004. How do academics come to know? the structure and contestation of discipline-specific knowledge in a design school. Higher Education.en_ZA
dc.identifier.issn0018-1560en_ZA
dc.identifier.ris TY - Journal Article AU - Cliff, Alan F AU - Woodward, Rob AB - This paper reports the results of a small-scale (n = 9) interview study of the 'ways of knowing' of academics in a Design School at a South African polytechnic. The focus of the study was on exploring the perceptions of these academics about discipline-specific knowledge in their fields. The paper presents an analysis of the responses, derived from semi-structured interviews, to questions concerning the origin, development, structure, and contestation of knowledge. Responses were classified and tabulated in terms of their relation to theories of epistemology and the findings analysed in relation to how they might be said to be descriptive of qualitatively different views of the construction and contestation of discipline-specific knowledge. The analysis suggests that there are some areas of commonality, such as the agreement that their knowledge has an eclectic base and that its structure is influenced by personal, historical, professional and technological imperatives in the discipline. On the other hand, there are some tensions in beliefs about the structure and contestation of knowledge. The analysis draws out tensions between the established canon and popular culture; between individual intuition and professional benchmarks; and between Eurocentric and Afrocentric knowledge bases. Concluding comments suggest that these tensions have important implications for both the content and methodology of teaching. DA - 2004 DB - OpenUCT DP - University of Cape Town J1 - Higher Education KW - theoretical perspective KW - engineering education research KW - positivism KW - constructivism KW - critical inquiry LK - https://open.uct.ac.za PB - University of Cape Town PY - 2004 SM - 0018-1560 T1 - How do academics come to know? the structure and contestation of discipline-specific knowledge in a design school TI - How do academics come to know? the structure and contestation of discipline-specific knowledge in a design school UR - http://hdl.handle.net/11427/9854 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/9854
dc.identifier.vancouvercitationCliff AF, Woodward R. How do academics come to know? the structure and contestation of discipline-specific knowledge in a design school. Higher Education. 2004; http://hdl.handle.net/11427/9854.en_ZA
dc.language.isoengen_ZA
dc.publisherSpringeren_ZA
dc.publisher.departmentCILTen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceHigher Educationen_ZA
dc.source.urihttp://link.springer.com/article/10.1023%2FB%3AHIGH.0000035540.81337.4f.en_ZA
dc.subjecttheoretical perspectiveen_ZA
dc.subjectengineering education researchen_ZA
dc.subjectpositivismen_ZA
dc.subjectconstructivismen_ZA
dc.subjectcritical inquiryen_ZA
dc.titleHow do academics come to know? the structure and contestation of discipline-specific knowledge in a design schoolen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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