Transitions to and from First-Year – Multiple Challenges for the First-Year Lecturer
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This document discusses transitions experienced by first-year lecturers and students. It explores different perspectives on conceptualizing transitions, such as challenges, milestones, or foundations. It also discusses theories related to agency, competence, and the constraints on human potential. Finally, it presents various teaching approaches that could be used, such as rules-based, experiential learning, collaborative learning, and apprenticeship models.
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Transitions to and from First-Year – Multiple Challenges for the First-Year Lecturer
- 1. Transitions to and from First-Year – Multiple Challenges for the First- Year Lecturer UJ First-year Seminar 30 October 2014 Brenda Leibowitz
- 2. Transitions
- 7. Transitions to the First-year
- 8. Transitions from the first- year
- 9. Different ways of thinking about transitions Community Cultural Wealth (Tara Yosso): Aspirational capital Familial capital Resistance capital Linguistic capital Navigational capital Scaffolding Building on local, indigenous knowledges
- 10. Different ways of thinking about transitions Generic graduate attributes (Simon Barrie) • 1. Precursor Conception; • 2. Complement Conception; • 3. Translation Conception; • 4. Enabling Conception.
- 12. Different ways of thinking about transitions “Ontology trumps epistemology” (Barnett, 2007, p. 6)
- 13. Different ways of thinking about transitions Agency in interplay with structure and culture (Margaret Archer)
- 14. Different ways of thinking about agency “One has to ask of ‘competence’ or ‘creativity’ – “Competence for what?” “Creativity of whom?” to ask these questions (even better, to answer them) is the beginning of an understanding of human potential and the constraints on its actualization”. (Bernstein, 1990, p. 130)
- 15. Teaching approaches • Rules • Assessment focused • Experiential learning opportunities • Building block approach • Collaborative learning • Apprenticeship approach
- 16. Learning to teach • Care, modelling, democratic dialogue • Attention to lecturer attributes
- 17. Sources Archer, M. 2000. Being Human: The Problem of Agency. Cambridge: Cambridge University Press. Barnet, R. 2007. A Will to Learn: Being a Student in an Age of Uncertainty. London: Routledge. Barrie, Simon C.2007.'A conceptual framework for the teaching and learning of generic graduate attributes', Studies in Higher Education,32:4,439 — 458. Bernstein, B. 1990. The Structuring of Pedagogic Discourse. Volume 4. Class, codes and control. London and NY: Routledge. Boni, A. and Walker, M. 2013. Human Development and Capabilities: Re-imagining the university of the twenty-first century. London: Routledge Clark, R. and Ivanic, R. 1997. The Politics of Writing. London and NY: Routledge. Fraser, N. 2009. Scales of justice: Reimagining political space in a globalizing world. New York: Columbia University Press. Greenhow, C., Robelia, B. and Huges, J. 2009. Learning, teaching, and scholarship in a digital age – Web2.0 and classroom research: What path should we take now? Educational Researcher, 38 (4) 246 – 259. Gutierrex, K., Morales, P. and Martinez ,D. 2009. Redemdiating literacy: Culutre, difference, and learning for students from nondominant communities. In: V. Gadsden, J. Davis and A. Artiles (Eds) §§, 33: 212 – 245. Reay, D., David, M. and Ball, S. 2005. Degrees of Choice: Social class, race and gender in higher education. Staffordshire: Trentham. Yosso, T. 2005. Whose culture has capital? A critical race theory discussion of community cultural wealth. Race, Ethnicity and Education, 8 (1) 69 - 91
Editor's Notes
- We traditionally think of the transition TO first-year But there are numerous transitions: when you write a first essay; a first research-oriented essay; when you go to Honours; world of work (when I had to write a submission); a research paper
- We traditionally think of the transition TO first-year But there are numerous transitions: when you write a first essay; a first research-oriented essay; when you go to Honours; world of work (when I had to write a submission); a research paper We also think of transitions as hurdles – things to negotiate
- ? But can we not think of them as opportunities to negotiate, and to teach students to anticipate them?
- Subject matter Discourse How e is used (Greenhow, Rabinow and Hughes, educational researcher) Identity Social: fish In and OUT of water. According to Reay, David and Ball, working class students experience a double transition: one schooling level to another and one class setting to another Time management Material issues Sense of purpose – Clark and Ivanic; knowing what ‘it’ is
- The support in first- year no longer provided First- year: when the tone is set Pressure is off (for those who found it okay) Need to help them decide if this is the right course If we think of how people come prepared to university, as layers of an onion, an accretion, then how does this impact on their development Question: are we only preparing them for year two, or something more substantial? What IS the function of an introduction? Is it new knowledge, or is it a way of thinking? And can you think without the knowledge? How experiential should it be, and how much content-based?
- Community cultural wealth (Tara Yosso) instead of looking at the lack of cultural capital as explicated by Bourdieu amongst communities of colour in the US, one can look at the cultural capital that is brought by these students to schooling, "community cultural wealth is an arrary of knowledge, skills, abilities and contacts possessed and utilized by Communities of Color to survive and resist macro and micro-forms of oppression" (p. 77): aspirational capital: "aspirational capital is the ability to hold onto hope in the face of structured inequality and often without the means to make such dreams a reality" (p.77) linguistic capital (incl. value of bilingualism) familial capital "those cultural knowledges nurtured among familia (kin) that carry a sense of community history, memory and cultural intuition" (p.79) social capital "networks of people and community resources .. provide both instrumental and emotional support to navigate through society's institutions" navigational capital: "skills of manoevring through social institutions" (p.80) incl. resilience in stressful conditions resistant capital " "those knowledges and skills fostered through oppositional behavior that challenges inequality" these might be "self defeating or conformist strategies that feed back into the system of subordination. However, when informed by a Freirean critical consciousness (1970), or recognition of the structural nature of oppression and the motivatio to work toward social and reacial justice, resistance takes on a transformative form" (p.81) Building on the known
- Graduate attributes – Simon BarrieGeneric attributes can be conceived of as basic precursor abilities which provide a foundation, to which can be added the discipline knowledge of a university education. Other academics express an understanding of generic attributes that goes beyond this conception to encompass university learned, general functional abilities and personal skills that can usefully complement the discipline-specific learning outcomes of a university education. Other academics understand generic attributes to be more than useful additional general skills. Rather, they are specialised variants of such general skills that are essential in the application of discipline knowledge, and the translation of university learning to unfamiliar settings, thus usefully transforming the products of university learning. Some academics express a still more complex understanding of generic attributes as enabling abilities and aptitudes, that lie at the heart of all scholarly learning and knowledge, with the potential to transform the knowledge they are part of and to support the creation of new knowledge and transform the individual. Downloaded By
- From Simon Barrie, 2004
- According to Barnet, "Here are some dispositions that it is especially fitting for higher education to develop: a will to learn, a will to engage, a preparedeness to listen, a preparedness to explore, a willingness to hold oneself open to experiences, a determination to keep going forward. Here are some qualities, again that have particular affinity with higher education: integrity, carefulness, courage, resilience, self-discipline, restraint, respect for others, openness" p108-109 Issue of agency needs careful thinking
- Student responsibility - how you cultivate that? (perhaps there are more than one ways, more authoritarian, more flexible, using assessment?) Care and modelling
- And we can go on to various social justice theories, Nancy Fraser on recognition, framing and distribution: Sen, Nussbaum, Walker and Unterhalter on capabilities.
- Student responsibility - how you cultivate that? (perhaps there are more than one ways, more authoritarian, more flexible, using assessment?) Care and modelling Ecological approach/Apprenticeship: In applied settings, access to empowering modes of discourse, guided instruction that leads to self-regulated learning, and understanding learning in cultural-historical contexts (Gutierrez et al, 2009, 223)
- From Barnett; p6 "Ontology trumps epistemology" 8 refers to "the student" not "students" to show their individuality p102 "Here are some dispositions that it is especially fitting for higher education to develop: a will to learn, a will to engage, a preparedeness to listen, a preparedness to explore, a willingness to hold oneself open to experiences, a determination to keep going forward. Here are some qualities, again that have particular affinity with higher education: integrity, carefulness, courage, resilience, self-discipline, restraint, respect for others, openness" p108-109 "Crudely, even if abstractly, we can say that we are in the presence of two ontological orientations and even two ontological turns. The teacher helps the student to take on the requisite dispositions and qualities, to take on a certain kind of pedagogical being. However, in addition to the student's ontological turn, there is necessarily present an ontological orientation on of their the part of her teachers. They have to see themselves under this pedagogical aspect. It has to be apartprofessional identity that they perceive that they have a responsibilty in this way. That many 'teaching' staff in higher education do not perhaps see themselves in this way is one good reason in principle why systematic programmes of development for lectures is worthwhile. That it maybe unlikely that such courses pay attention to this matter, being overly concerned with matters of technique and skill, is a separate issue. A need for an ontological turn on the part of teaching staff is one thing, recognizing it and doing something about it systematically is another." p109 "- The dispositions are various forms of going forward (to learn, to engage, to listen, to explore, to hold oneself open to experiences, to keep going forward). They are energies to take on the world, but with orientation to learn from the experience it offers. - The qualities are the directions and character that are given to those energies: integrity, carefulness, resilience , self-discipline, restraint and respect of others. Such qualities are a mix: they help to propel one forward , and sustain one's momentum, especially in the face of arduosness (courage, resilience) and they help one do so in ways that bring discipline to those dispositions and, in the process, maintain certain value conceptions ( integrity, carefulness, restraint and respect for others). There is both an outwardness and an inwardness about these qualities. 'Respect for others', for instance, acknowledges the claims of others - researchers and learners - while 'integrity' speaks to the coherence of utterances and beliefs and is more inward in its character." p126 "First, it is a further tacit idea with Western higher education students come to a state of self-critically. Each student is able to evaluate his or her own position and to go on strengthen it." p126 "A prior condition of such critically is that the student distances her own being from her own thoughts and actions. A state of critically can only be reached if the student has a vantage point from which to be critical of her thoughts and actions." p126-127 "Secondly, this critically is achieved in the context of the spirit of research. This is not a point about universities as institutions themselves engaging in research, but is rather a point about the pedagogical ethos. Whether research is conducted by the student's tutors or other staff in the department, or by other universities, or by non-university organizations, or by the students themselves, the student's enquiries and pedagogical acts are proffered in the context of research. Such a spirit - the spirit of research - supplies tentativeness not just to the student's enquiries, but also to her profferings, her claims and her actions." p127 "Nuturing the student" p129 "Solicitude" p131 "Solicitude need only be a matter of personal dispositions on the part of the teacher. It can find institutional form." p143 “ – this slide shows lecturers engaging in professional development at a seminar series on SOTL @UJ: towards a socially just pedagogy.