Karin Cattell | Stellenbosch University (original) (raw)

Papers by Karin Cattell

Research paper thumbnail of An inter-institutional postgraduate diploma for university teachers: exploring formative feedback data from the position of socially just pedagogies

Journal for new generation sciences, Dec 30, 2016

In January 2014, after many years of preparation, the Postgraduate Diploma in Higher Education Te... more In January 2014, after many years of preparation, the Postgraduate Diploma in Higher Education Teaching and Learning [PG Dip (HETL)]-a collaboration between the Cape Peninsula University of Technology, the University of Stellenbosch and the University of the Western Cape-was offered. The qualification is a two-year part-time course, and the first cohort of participants graduated in December 2015. The question that this paper seeks to address is whether a collaborative qualification, offered to academic staff across very different institutions, can make a contribution towards socially just teaching and learning in higher education. The study draws on Nancy Fraser's (2003) conceptualisation of social justice, with its three dimensions of redistribution, recognition and representation, as a framework for reflecting on the extent to which the programme contributed towards the development and understanding of socially just pedagogies in professional learning. This paper draws on data collected from participants' and facilitators' formative feedback on the postgraduate diploma over a two-year period (2014-2015). We conclude that offering a single PG Dip (HETL) collaboratively across three universities was socially just in that knowledge and resources were shared, differently placed institutions were brought together, with their different attributes being valued, and participants were given opportunities to interact with and learn from one another across differences. Applying the research findings to practice suggests that programmes in support of socially just professional learning should enhance alignment across the redistribution of facilitator and participant resources, recognise and address participants' concerns and build participants' academic voices-elements key to participatory parity.

Research paper thumbnail of Fostering a culture of innovation in teaching and learning in research-intensive universities: Implications for academic developers

ETH Learning and Teaching Journal, Dec 9, 2020

In this paper we present the goals, structure and impact of five different programs currently ope... more In this paper we present the goals, structure and impact of five different programs currently operating in four international research-intensive universities, and discuss how these initiatives foster a culture of innovation in T&L at their home institutions. We also discuss the contributions and roles played by academic developers as well as the current dilemmas and open questions we face.

Research paper thumbnail of See Profile

Journeys of growth towards the professional learning of academics: Understanding the role of educ... more Journeys of growth towards the professional learning of academics: Understanding the role of educational development

Research paper thumbnail of An “excellence turn”? Rethinking teaching excellence awards for a future-ready South African university

ETH Learning and Teaching Journal, Dec 9, 2020

This paper examines the teaching excellence awards at a research-led South African university, a ... more This paper examines the teaching excellence awards at a research-led South African university, a post-colonial institution which functions in both a neo-liberal higher education environment and a society characterised by inequity and inequality. The awards demonstrate an understanding of teaching excellence in terms of de-contextualised and performative values focused on the individual good. The paper proposes a social re-contextualisation of the awards, based on collaboration among all role-players, in order to reclaim teaching at the institution as a public good.

Research paper thumbnail of “Die “wil tot vernuwing”: NP Van Wyk Louw en Afrikaneridentiteit in die vroeë 20ste eeu

LitNet Akademies

N.P. Van Wyk Louw's views in the early 20th century of the individual and national identity const... more N.P. Van Wyk Louw's views in the early 20th century of the individual and national identity constructions of the Afrikaner and the accompanying literary and sociocultural contexts are founded mainly on his redefinition of the concepts nation, individual, identity and nationalism. In the essay collections Berigte te velde and Lojale verset (1939) Louw presents a new grasp on these concepts in which the interaction between history, language and religion and the relation between this interplay and the unsteady political and socioeconomic spheres are emphasised. His reinterpretation of Afrikaner identity also indicates the connection between the instability of identity and the fluid nature of national and individual contexts. In this article Louw's innovative conceptualisation of the function of history, language and religion in Afrikaner nationalism and identity is investigated against the social background of the thirties of the previous century and within the intellectual space of related interpretations between 1902 and 1943. Specific reference is made to Muller (1925) and Diederichs (1936) in this regard.

Research paper thumbnail of Fit for Change": A Preliminary Exploration of the Relationship between Academic Literacy Practitioners and Disciplinary Specialists as a Complex System

Perspectives in Education, 2013

At tertiary institutions in South Africa and internationally, academic literacy practitioners and... more At tertiary institutions in South Africa and internationally, academic literacy practitioners and disciplinary specialists have traditionally functioned as separate communities of practice. However, research indicates that academic literacy is most successfully acquired when it is integrated into and taught within the contexts of specific academic disciplines. This article explores the transgression of the boundaries between academic literacy teaching and study disciplines, in general, and the subsequent broadening of the social structures within which academic disciplines function at tertiary institutions. The relationship between academic literacy practitioners and disciplinary specialists at Stellenbosch University is correspondingly investigated as a complex system, focusing on the variable and non-linear interaction among the co-evolving components of the system and its environment, the emergent structure of the resultant transdisciplinary community of practice, and the 'fi...

Research paper thumbnail of N.P. Van Wyk Louw en Die Utopie Van 'N Nasionale Letterkunde

N.P. van Wyk Louw redefined the context-bound Afrikaans literature and criticism in the thirties ... more N.P. van Wyk Louw redefined the context-bound Afrikaans literature and criticism in the thirties to establish a new 'national' creative and critical discourse in Afrikaans. The central premise of this study is the correlation between Louw's conceptualisation of a 'national' literature and Paul Ricoeur's interpretation of utopia. In the essay collections Berigte te velde and Lojale verset (1939) Louw offers a new and confrontational grasp on the established Afrikaans literature and criticism (social and literary) within the context of Afrikaans nationalism. Louw formulates his directives for literature and society in a system of oppositional concepts. The central dualism in as well as the intellectual and structural foundation of his innovative ideas is the conceptualisation of a 'national' and 'colonial' literature. In accordance with Ricoeur's oppositional analysis of utopia and ideology (1978a, 1981b, 1986), Louw's distinction between a 'national' and 'colonial' literature is investigated in this study as a binary opposition based on the dualism utopia/ideology. The exploration of the 'national' literature as utopia and the 'colonial' as ideology includes the role of subordinate oppositions, among which are individual/nation and individual/national identity, in the sustaining of this polar structure. The unavoidable conflict between and exclusion of opposing elements are demonstrated by an analysis of the breaks in the reconciliation which Louw tries to effect between the 'national' and 'colonial' literatures. With reference to Ricoeur and Thompson (1984) the function of power as the common factor in utopia/ideology and the 'national'/'colonial' literature is investigated, and the realisation of an element of power in Louw's critical discourse is explored.

Research paper thumbnail of Fit for change': A preliminary exploration of the relationship between academic literacy practitioners and disciplinary specialists as a complex system

Perspectives in Education, Dec 1, 2013

Research paper thumbnail of Die "wil tot vernuwing": N.P. Van Wyk Louw en Afrikaneridentiteit in die vroe� 20ste eeu

... 41). Volgens Diederichs funksioneer die geskiedenis as eenheidskeppende faktor in die subjekt... more ... 41). Volgens Diederichs funksioneer die geskiedenis as eenheidskeppende faktor in die subjektiewe konteks met betrekking tot die gemeenskaplike optrede van'n nasie deur die loop van tyd ter wille van dieselfde waardes. ...

Research paper thumbnail of N.P. van Wyk Louw en die utopie van 'n nasionale letterkunde

Page 1. NP VAN WYK LOUW EN DIE UTOPIE VAN 'N NASIONALE LETTERKUNDE Karin Cattell A thesis su... more Page 1. NP VAN WYK LOUW EN DIE UTOPIE VAN 'N NASIONALE LETTERKUNDE Karin Cattell A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. ...

Research paper thumbnail of Enabling transitions: How a centre for teaching and learning enhances teaching quality at a research-led university

This paper highlights the role that the Centre for Teaching and Learning plays in enhancing indiv... more This paper highlights the role that the Centre for Teaching and Learning plays in enhancing individual practice, departmental approaches to teaching and the teaching culture at Stellenbosch University, a research-led university.

Research paper thumbnail of Developing the language of argument: a bilingual approach

Southern African Linguistics and Applied Language Studies, 2006

Research paper thumbnail of Pi E31(4) Des 2013

Research paper thumbnail of Ideology and utopia in the early Van Wyk Louw: A preliminary investigation

Journal of Literary Studies, 2000

Focussing on N.P. van Wyk Louw's first two collections of critical essays, Berigte te velde (1939... more Focussing on N.P. van Wyk Louw's first two collections of critical essays, Berigte te velde (1939) and Lojale verset (1939), this article considers Louw's recontextualising of the concepts “nation”, “nationalism” and “national literature”. Louw's distinction between a “national” and “colonial” literature is examined in terms of Paul Ricoeur's oppositional analysis of ideology and utopia in his Lectures on Ideology and Utopia (1986). It is argued that these two sets of binary oppositions, supported by subordinate dualisms such as individual/nation and local/universal, formed the intellectual and structural premise of Louw's redefinition of the established Afrikaans critical and creative discourse of the thirties.Met as middelpunt N.P. van Wyk Louw se eerste twee versamelings kritiese opstelle, Berigte te velde (1939) en Lojale verset (1939), ondersoek hierdie artikel Louw se her‐kontekstualisering van die konsepte “volk”, “nasionalisme” en “nasionale letterkunde”. Louw se onderskeid tussen ‘n “nasionale” en “koloniale” letterkunde word bestudeer met spesifieke verwysing na Paul Ricoeur se opposisionele analise van ideologie en utopie in sy Lectures on Ideology and Utopia (1986). Daar word aangevoer dat hierdie twee stelle binêre opposisies, ondersteun deur onderskikkende teenstellings soos individu/volk en lokaal/universeel, die intellektuele en strukturele uitgangspunt van Louw se herdefiniëring van die gevestigde Afrikaanse kritiese en skeppende diskoers van die jare dertig gevorm het.

Research paper thumbnail of Journeys of growth towards the professional learning of academics: understanding the role of educational development

International Journal for Academic Development, 2012

This article foregrounds the iterative journey of a group of educational development (ED) practit... more This article foregrounds the iterative journey of a group of educational development (ED) practitioners at a research-led university towards an enhanced understanding of the ED opportunities we offer. Reflecting on the intention of our interventions to facilitate academics’ professional learning, we developed a framework within which the range of growth opportunities we provide might be meaningfully situated. Our objective was to extend our insight into both the journeys that academics follow towards adopting a more scholarly approach to their teaching and our own journeys of growth in ED as well as professionally.

Research paper thumbnail of An inter-institutional postgraduate diploma for university teachers: exploring formative feedback data from the position of socially just pedagogies

Journal for new generation sciences, Dec 30, 2016

In January 2014, after many years of preparation, the Postgraduate Diploma in Higher Education Te... more In January 2014, after many years of preparation, the Postgraduate Diploma in Higher Education Teaching and Learning [PG Dip (HETL)]-a collaboration between the Cape Peninsula University of Technology, the University of Stellenbosch and the University of the Western Cape-was offered. The qualification is a two-year part-time course, and the first cohort of participants graduated in December 2015. The question that this paper seeks to address is whether a collaborative qualification, offered to academic staff across very different institutions, can make a contribution towards socially just teaching and learning in higher education. The study draws on Nancy Fraser's (2003) conceptualisation of social justice, with its three dimensions of redistribution, recognition and representation, as a framework for reflecting on the extent to which the programme contributed towards the development and understanding of socially just pedagogies in professional learning. This paper draws on data collected from participants' and facilitators' formative feedback on the postgraduate diploma over a two-year period (2014-2015). We conclude that offering a single PG Dip (HETL) collaboratively across three universities was socially just in that knowledge and resources were shared, differently placed institutions were brought together, with their different attributes being valued, and participants were given opportunities to interact with and learn from one another across differences. Applying the research findings to practice suggests that programmes in support of socially just professional learning should enhance alignment across the redistribution of facilitator and participant resources, recognise and address participants' concerns and build participants' academic voices-elements key to participatory parity.

Research paper thumbnail of Fostering a culture of innovation in teaching and learning in research-intensive universities: Implications for academic developers

ETH Learning and Teaching Journal, Dec 9, 2020

In this paper we present the goals, structure and impact of five different programs currently ope... more In this paper we present the goals, structure and impact of five different programs currently operating in four international research-intensive universities, and discuss how these initiatives foster a culture of innovation in T&L at their home institutions. We also discuss the contributions and roles played by academic developers as well as the current dilemmas and open questions we face.

Research paper thumbnail of See Profile

Journeys of growth towards the professional learning of academics: Understanding the role of educ... more Journeys of growth towards the professional learning of academics: Understanding the role of educational development

Research paper thumbnail of An “excellence turn”? Rethinking teaching excellence awards for a future-ready South African university

ETH Learning and Teaching Journal, Dec 9, 2020

This paper examines the teaching excellence awards at a research-led South African university, a ... more This paper examines the teaching excellence awards at a research-led South African university, a post-colonial institution which functions in both a neo-liberal higher education environment and a society characterised by inequity and inequality. The awards demonstrate an understanding of teaching excellence in terms of de-contextualised and performative values focused on the individual good. The paper proposes a social re-contextualisation of the awards, based on collaboration among all role-players, in order to reclaim teaching at the institution as a public good.

Research paper thumbnail of “Die “wil tot vernuwing”: NP Van Wyk Louw en Afrikaneridentiteit in die vroeë 20ste eeu

LitNet Akademies

N.P. Van Wyk Louw's views in the early 20th century of the individual and national identity const... more N.P. Van Wyk Louw's views in the early 20th century of the individual and national identity constructions of the Afrikaner and the accompanying literary and sociocultural contexts are founded mainly on his redefinition of the concepts nation, individual, identity and nationalism. In the essay collections Berigte te velde and Lojale verset (1939) Louw presents a new grasp on these concepts in which the interaction between history, language and religion and the relation between this interplay and the unsteady political and socioeconomic spheres are emphasised. His reinterpretation of Afrikaner identity also indicates the connection between the instability of identity and the fluid nature of national and individual contexts. In this article Louw's innovative conceptualisation of the function of history, language and religion in Afrikaner nationalism and identity is investigated against the social background of the thirties of the previous century and within the intellectual space of related interpretations between 1902 and 1943. Specific reference is made to Muller (1925) and Diederichs (1936) in this regard.

Research paper thumbnail of Fit for Change": A Preliminary Exploration of the Relationship between Academic Literacy Practitioners and Disciplinary Specialists as a Complex System

Perspectives in Education, 2013

At tertiary institutions in South Africa and internationally, academic literacy practitioners and... more At tertiary institutions in South Africa and internationally, academic literacy practitioners and disciplinary specialists have traditionally functioned as separate communities of practice. However, research indicates that academic literacy is most successfully acquired when it is integrated into and taught within the contexts of specific academic disciplines. This article explores the transgression of the boundaries between academic literacy teaching and study disciplines, in general, and the subsequent broadening of the social structures within which academic disciplines function at tertiary institutions. The relationship between academic literacy practitioners and disciplinary specialists at Stellenbosch University is correspondingly investigated as a complex system, focusing on the variable and non-linear interaction among the co-evolving components of the system and its environment, the emergent structure of the resultant transdisciplinary community of practice, and the 'fi...

Research paper thumbnail of N.P. Van Wyk Louw en Die Utopie Van 'N Nasionale Letterkunde

N.P. van Wyk Louw redefined the context-bound Afrikaans literature and criticism in the thirties ... more N.P. van Wyk Louw redefined the context-bound Afrikaans literature and criticism in the thirties to establish a new 'national' creative and critical discourse in Afrikaans. The central premise of this study is the correlation between Louw's conceptualisation of a 'national' literature and Paul Ricoeur's interpretation of utopia. In the essay collections Berigte te velde and Lojale verset (1939) Louw offers a new and confrontational grasp on the established Afrikaans literature and criticism (social and literary) within the context of Afrikaans nationalism. Louw formulates his directives for literature and society in a system of oppositional concepts. The central dualism in as well as the intellectual and structural foundation of his innovative ideas is the conceptualisation of a 'national' and 'colonial' literature. In accordance with Ricoeur's oppositional analysis of utopia and ideology (1978a, 1981b, 1986), Louw's distinction between a 'national' and 'colonial' literature is investigated in this study as a binary opposition based on the dualism utopia/ideology. The exploration of the 'national' literature as utopia and the 'colonial' as ideology includes the role of subordinate oppositions, among which are individual/nation and individual/national identity, in the sustaining of this polar structure. The unavoidable conflict between and exclusion of opposing elements are demonstrated by an analysis of the breaks in the reconciliation which Louw tries to effect between the 'national' and 'colonial' literatures. With reference to Ricoeur and Thompson (1984) the function of power as the common factor in utopia/ideology and the 'national'/'colonial' literature is investigated, and the realisation of an element of power in Louw's critical discourse is explored.

Research paper thumbnail of Fit for change': A preliminary exploration of the relationship between academic literacy practitioners and disciplinary specialists as a complex system

Perspectives in Education, Dec 1, 2013

Research paper thumbnail of Die "wil tot vernuwing": N.P. Van Wyk Louw en Afrikaneridentiteit in die vroe� 20ste eeu

... 41). Volgens Diederichs funksioneer die geskiedenis as eenheidskeppende faktor in die subjekt... more ... 41). Volgens Diederichs funksioneer die geskiedenis as eenheidskeppende faktor in die subjektiewe konteks met betrekking tot die gemeenskaplike optrede van'n nasie deur die loop van tyd ter wille van dieselfde waardes. ...

Research paper thumbnail of N.P. van Wyk Louw en die utopie van 'n nasionale letterkunde

Page 1. NP VAN WYK LOUW EN DIE UTOPIE VAN 'N NASIONALE LETTERKUNDE Karin Cattell A thesis su... more Page 1. NP VAN WYK LOUW EN DIE UTOPIE VAN 'N NASIONALE LETTERKUNDE Karin Cattell A thesis submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. ...

Research paper thumbnail of Enabling transitions: How a centre for teaching and learning enhances teaching quality at a research-led university

This paper highlights the role that the Centre for Teaching and Learning plays in enhancing indiv... more This paper highlights the role that the Centre for Teaching and Learning plays in enhancing individual practice, departmental approaches to teaching and the teaching culture at Stellenbosch University, a research-led university.

Research paper thumbnail of Developing the language of argument: a bilingual approach

Southern African Linguistics and Applied Language Studies, 2006

Research paper thumbnail of Pi E31(4) Des 2013

Research paper thumbnail of Ideology and utopia in the early Van Wyk Louw: A preliminary investigation

Journal of Literary Studies, 2000

Focussing on N.P. van Wyk Louw's first two collections of critical essays, Berigte te velde (1939... more Focussing on N.P. van Wyk Louw's first two collections of critical essays, Berigte te velde (1939) and Lojale verset (1939), this article considers Louw's recontextualising of the concepts “nation”, “nationalism” and “national literature”. Louw's distinction between a “national” and “colonial” literature is examined in terms of Paul Ricoeur's oppositional analysis of ideology and utopia in his Lectures on Ideology and Utopia (1986). It is argued that these two sets of binary oppositions, supported by subordinate dualisms such as individual/nation and local/universal, formed the intellectual and structural premise of Louw's redefinition of the established Afrikaans critical and creative discourse of the thirties.Met as middelpunt N.P. van Wyk Louw se eerste twee versamelings kritiese opstelle, Berigte te velde (1939) en Lojale verset (1939), ondersoek hierdie artikel Louw se her‐kontekstualisering van die konsepte “volk”, “nasionalisme” en “nasionale letterkunde”. Louw se onderskeid tussen ‘n “nasionale” en “koloniale” letterkunde word bestudeer met spesifieke verwysing na Paul Ricoeur se opposisionele analise van ideologie en utopie in sy Lectures on Ideology and Utopia (1986). Daar word aangevoer dat hierdie twee stelle binêre opposisies, ondersteun deur onderskikkende teenstellings soos individu/volk en lokaal/universeel, die intellektuele en strukturele uitgangspunt van Louw se herdefiniëring van die gevestigde Afrikaanse kritiese en skeppende diskoers van die jare dertig gevorm het.

Research paper thumbnail of Journeys of growth towards the professional learning of academics: understanding the role of educational development

International Journal for Academic Development, 2012

This article foregrounds the iterative journey of a group of educational development (ED) practit... more This article foregrounds the iterative journey of a group of educational development (ED) practitioners at a research-led university towards an enhanced understanding of the ED opportunities we offer. Reflecting on the intention of our interventions to facilitate academics’ professional learning, we developed a framework within which the range of growth opportunities we provide might be meaningfully situated. Our objective was to extend our insight into both the journeys that academics follow towards adopting a more scholarly approach to their teaching and our own journeys of growth in ED as well as professionally.