Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5710
Title: Asserting academic legitimacy: the influence of the University of Technology sectoral agendas on curriculum decision-making
Authors: Coleman, Lynn 
Keywords: Curriculum decision-making;University of Technology;Recontextualisation;Academic drift;Academic writing
Issue Date: 2016
Publisher: Teaching in Higher Education
Abstract: This paper argues that curriculum decision-making in the South African University of Technology (UoT) environment is affected not only by industry and disciplinary demands, but also by socio-structural features and ideologies particular to this educational sector. It supports the view that recontextualisation processes are subject to multiple socio-epistemic factors. The theoretical concept of regulative discourse is used to understand sectoral influences that direct recontextualisation rules. Two vignettes, taken from graphic design and Film Production courses at a UoT are drawn upon to illustrate recontextualisation processes. Curriculum and assessment practices in these courses ensure that industry texts and practices dominate the assessment regime, while reductionist and decontextualised approaches to academic writing are privileged. The argument advanced here has implications for practitioners seeking to ensure that vocational education students gain meaningful opportunities to actively participate and progress in both their fields of practice and in higher education.
URI: http://dx.doi.org/10.1080/13562517.2016.1155548
http://hdl.handle.net/11189/5710
Appears in Collections:Edu - Journal Articles (DHET subsidised)

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