Papers by Vivienne Bozalek
Critical studies in teaching and learning, 2023
Agential Cut
Routledge eBooks, Nov 28, 2021
Enquiring (Inquiring)
Routledge eBooks, Nov 28, 2021
Post Philosophies and the Doing of Inquiry: Webinars and WEBing Sessions Become a Special Issue(s)
Qualitative Inquiry, Sep 5, 2022
In this guest co-editors’ introduction to the special issue(s) titled “Post Philosophies and the ... more In this guest co-editors’ introduction to the special issue(s) titled “Post Philosophies and the Doing of Inquiry,” the authors share the backstory to the webinar series, information about the webinars and how to locate the recordings, and how WEBing sessions with our (former) students came from the webinar series. A list of articles and article titles for the special issue(s) are also included.
Pedagogy in the context of postfoundational inquiry
Routledge eBooks, Aug 14, 2023
Feminist encounters, Mar 1, 2024
Slow is written with a capital letter as it does not connote doing things slowly in terms of time... more Slow is written with a capital letter as it does not connote doing things slowly in terms of time but rather is concerned with the depth and quality of engagement as is proposed by the Slow movement (see Bozalek, 2017, 2021). 2 Hydrofeminism is a concept created by Astrida Neimanis to convey a form of 'aqueous body-writing' (Neimanis, 2012: 112) with water deployed as a feminist figuration that allows for a re-imagining of human entanglements with all species and the planet and the acknowledgment of a hydrocommons that we are all responsible for and response-able to. 3 'Taking a thought to water' is similar to Hannah Arendt's idea that to think with an enlarged mentality is to cultivate the ability to take one's imagination visitingas cited in Donna Haraway's (2016: 126) Staying with the Trouble.
Diffraction
A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines, 2021
Routledge eBooks, May 17, 2020
The question of how to make higher education more inclusive has been a central concern in South A... more The question of how to make higher education more inclusive has been a central concern in South Africa and elsewhere over the past two decades. However, in South Africa there remains a disjuncture between policy aimed at promoting inclusivity and the experiences of students and staff in the higher education sector. In this article, the relationship between equity of access and equity of outcomes and the expectations that follow from these policy imperatives are examined from the perspective of Nancy Fraser's normative framework of social justice. In particular, her notion of misframing is used to analyze the current situation in the higher education sector in South Africa. The article concludes that a focus on individual higher education institutions is not sufficient to gain a perspective on the social arrangements required for participatory parity in higher education, and in fact, such a focus is an instance of misframing and thus a form of injustice.
UWC Research Repository (University of the Western Cape), Dec 1, 2012
The question of how to make higher education more inclusive has been a central concern in South A... more The question of how to make higher education more inclusive has been a central concern in South Africa and elsewhere over the past two decades. However, in South Africa there remains a disjuncture between policy aimed at promoting inclusivity and the experiences of students and staff in the higher education sector. In this article, the relationship between equity of access and equity of outcomes and the expectations that follow from these policy imperatives are examined from the perspective of Nancy Fraser's normative framework of social justice. In particular, her notion of misframing is used to analyze the current situation in the higher education sector in South Africa. The article concludes that a focus on individual higher education institutions is not sufficient to gain a perspective on the social arrangements required for participatory parity in higher education, and in fact, such a focus is an instance of misframing and thus a form of injustice.
Perspectives in Education, 15(1)
2007 conducted by the Council on Higher Education (CHE). This audit recommended a number of chang... more 2007 conducted by the Council on Higher Education (CHE). This audit recommended a number of changes regarding teaching and learning at UWC (see Council on Higher Education, 2008 for more details on these). In addition to this, institution-wide research on student and staff needs and experiences in relation to teaching and learning was conducted by the newly formed Directorate of Teaching and Learning. This Directorate was initiated in 2008 by the recently appointed Deputy Vice-Chancellor Academic, Prof Ramesh Bharuthram, prompted by the vision for teaching and learning of the Rector and Vice-Chancellor of UWC, Prof Brian O'Connell. This vision included forming an institutional infrastructure for teaching and learning in order to carry out the Strategic Plan and effect the necessary institutional changes. These new structures of teaching and learning included a directorate, a senate teaching and learning committee, faculty teaching and learning committees and deputy deans of teaching and learning in each faculty. In an interview conducted for a national research project on professional learning of academics in their roles as educators (see Leibowitz et al., 2017 for more details of this project), Brian O'Connell reflected on the process of re-establishing an institutional focus on teaching and learning in the following way: We once had, of course, probably South Africa's premier student development programme here, 1 and that was unfortunately unbundled in the 1990s and we've not ever managed to reconstruct it. Although we did, under my stewardship, have someone appointed in each faculty to support teaching and learning. We are now under the Director Teaching and Learning seeking again to create a sense of coherence. We had different people doing different things, all of them with passion and commitment-but different things. And so while we've not taken the step to reconstruct an Academic Development Centre, to formally reconstruct that, under this directorship I think we are moving in that direction and organically I think this will emerge. The development of the newly established Directorate for Teaching and Learning was strengthened by the provision of targeted financial support provided through the 2 nd phase of the South Africa Norway Tertiary Education Development (SANTED) Programme at UWC from 2008 to 2010. The Strategic Plan for Teaching and Learning was designed by giving specific attention to Goal 2 of the IOP (2010-2014), which was "to provide students at UWC with an excellent teaching and learning experience 1 Here O' Connell is referring to the Academic Development Centre, a vibrant space inhabited by many prominent academic development practitioners, who later went on to be leading figures in education and teaching and learning in South Africa. This Centre promoted the infusion model of academic development rather than seeing it as a separate 'support' function.
Post-Anthropocentrism
A Glossary for Doing Postqualitative, New Materialist and Critical Posthumanist Research Across Disciplines, 2021
Reconfiguring Social Work Ethics with Posthuman and Post-anthropocentric Imaginaries
Critical studies in teaching and learning, 2017
A growing interest in the Scholarship of Teaching and Learning (SoTL) in higher education require... more A growing interest in the Scholarship of Teaching and Learning (SoTL) in higher education requires the seeking of opportunities for its development within and across disciplines and institutions. However, rewards for individual competitiveness in research publications, including the Scholarship of Teaching and Learning (SoTL), tend to discourage collaboration, which could be highly conducive to the development of SoTL. This paper proposes the value of working together in a collaborative community of enquiry (CoE) in order to take forward SoTL in higher education. We draw on Cassidy et al.'s (2008) and Christie et al.'s (2007) model of seven elements of a CoE to explore our own experience of forming a CoE emanating from an inter-institutional professional course on teaching and learning, which assisted us to collaboratively contribute to SoTL. The above model was found to be useful, but could be enhanced through an expanded perspective, incorporating the affective turn.
purpose and meaning of those processes are at times lost. Quality assessment indeed is a complex ... more purpose and meaning of those processes are at times lost. Quality assessment indeed is a complex business. As positioned in the book, quality enhancement is the other side of the quality coin. This two-side approach, of assurance and enhancement, is a simple structure that the book reproduces. It presents theory and practice, domestic (UK) and international perspectives, and problems and solutions. Part 3 by no means offers a prediction of where quality enhancement is headed (although this could have been useful), rather Land and Gordon leave us to think that the future will feature many surprises. The future may also tell us whether indeed 'quality assurance has promised a lot, cost even more and delivered little' quality enhancement (p. 15).
Ecological Catastrophe
Palgrave critical university studies, 2023
Responsibility, privileged irresponsibility and response-ability
Palgrave critical university studies, 2023
Routledge eBooks, Dec 18, 2018
Normative discourses about higher education institutions may perpetuate stereotypes about institu... more Normative discourses about higher education institutions may perpetuate stereotypes about institutions. Few studies explore student perceptions of universities and how transformative pedagogical interventions in university classrooms may address institutional stereotypes. Using Plumwood's notion of dualism, this qualitative study analyses unchallenged stereotypes about students' own and another university during an inter-institutional collaborative research and teaching and learning project. The project was conducted over 3 years and 282 psychology, social work and occupational therapy students from a historically black and white institution in South Africa, participated in the study. Both black and white students from differently placed higher education institutions display prejudices and stereotypes of their own and other institutions, pointing to the internalization and pervasiveness of constructions and hegemonic discourses such as whiteness and classism. It is important to engage with subjugated student 2 knowledges in the context of transformative pedagogical practices, to disrupt dominant views and cultivate processes of inclusion in higher education.
Nancy Fraser’s work and its relevance to higher education
Routledge eBooks, May 17, 2020
Response-Ability
Palgrave critical university studies, 2023
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Papers by Vivienne Bozalek