School transformation research questions11/13/2023 ![]() The articles in this pattern also presented a curriculum as something that’s flexible and constantly evolving. They suggested that transformation takes place through what is taught and how it is taught, how results are measured and, for instance, how technology is integrated into teaching. Twelve articles positioned transformation in the higher education curriculum. These were transformation through curriculum transformation through structures transformation through redressing equity and transformation through access. Four quite distinct approaches to understanding transformation emerged. Only 30 of the 1050 articles we examined used the words “transformation”, “transformative” or “transforming” in their titles. ![]() This can then be translated into solid, realistic policy and changes. If these are addressed, it could help ensure that this crucial topic is properly understood. We also identified a few shortcomings in their engagements. We found four main patterns in how authors engaged with issues of transformation. To understand what questions are and are not being asked, two of my colleagues and I analysed 1050 articles published in the South African Journal of Higher Education between 20. Eventually this may discourage much needed transformation in higher education. This lack of clarity means that research in South Africa about a wide variety of themes under the umbrella term of “transformation” may not actually be asking the right questions.Īnd asking the wrong questions means getting the wrong and irrelevant answers. There’s no clear consensus about its scope and aims. The problem is that transformation is often loosely defined. The transition to democracy in 1994 gave impetus to transform the higher education system into one that was open, relevant and non-discriminatory. Its definition is rooted in the country’s apartheid history. In South Africa, the word means something quite different in higher education. It often entails questions about inclusion, identity, diversity, power, intellectual traditions and intellectual justice. It normally implies deep change in knowledge and curriculum. “Transformation” is a word regularly in global higher education research.
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