LEADER 00647nam2 22002291i 450 001 990007814060403321 035 $a000781406 035 $aFED01000781406 035 $a(Aleph)000781406FED01 035 $a000781406 100 $a20030801d--------km-y0itay50------ba 200 1 $aInternal point of view: Dworkin a confrontocon Hart pp. 177-198 463 0$1001000777492 610 0 $a 701 1$aSchiavello,$bAldo$0263063 801 0$aIT$bUNINA$gRICA$2UNIMARC 901 $aBK 912 $a990007814060403321 959 $aDDCP 996 $aInternal point of view: Dworkin a confrontocon Hart pp. 177-198$9664298 997 $aUNINA DB $aGEN01 LEADER 01136cam2 22002771 450 001 SOBE00019296 005 20111104134532.0 100 $a20111103d1987 |||||ita|0103 ba 101 $aspa 102 $aES 200 0 $a4 210 $aMadrid$cAtlas$d1987 215 $a306 p.$c1 ill.$d26 cm 225 2 $aBiblioteca de autores españoles$h(continuacion)$v296 410 1$1001SOBE00018834$12001 $a*Biblioteca de autores españoles. (continuacion)$v296 461 1$1001SOBE00019279$12001 $aNoticia general del Peru / Francisco Lopez de Caravantes ; estudio preliminar di Guillermo Lohmann Villena ; edicion di Marie Helmer ; con la colaboracion de Jose Maria Perez-Bustamante de Monasterio 700 1$aLopez De Caravantes$b, Francisco$3SOBA00001481$4070$0774657 801 0$aIT$bUNISOB$c20111104$gRICA 850 $aUNISOB 852 $aUNISOB$j860|Coll|1|K$m51489 912 $aSOBE00019296 940 $aM 102 Monografia moderna SBN 941 $aW 957 $a860|Coll|1|K$b000006$i-4$gSI$d51489$racquisto$tI$1vittorini$2UNISOB$3UNISOB$420111103113831.0$520120509115524.0$6vittorini 996 $a4$91720119 997 $aUNISOB LEADER 00544nas 2200169z- 450 001 9910568101203321 035 $a(CKB)5440000000000107 035 $a(EXLCZ)995440000000000107 100 $a20220524cuuuuuuuu -u- - 101 0 $aeng 200 00$aExplorations : the UC Davis undergraduate research journal 210 $aDavis, CA$cUC Davis Office of Undergraduate Education 517 $aExplorations 906 $aJOURNAL 912 $a9910568101203321 996 $aExplorations : the UC Davis undergraduate research journal$92847227 997 $aUNINA LEADER 05072nam 22005293 450 001 9910552759603321 005 20220322183203.0 010 $a9781928502227 010 $a1928502229 035 $a(CKB)4100000012008145 035 $a(MiAaPQ)EBC6710149 035 $a(Au-PeEL)EBL6710149 035 $a(NjHacI)994100000012008145 035 $a(PPN)257933387 035 $a(FRCYB88916664)88916664 035 $a(Perlego)2842884 035 $a(FR-PaCSA)88916664 035 $a(EXLCZ)994100000012008145 100 $a20210901d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aUnderstanding Higher Education $eAlternative Perspectives 210 1$aOxford :$cAfrican Minds,$d2021. 210 4$d©2021. 215 $a1 online resource (182 pages) 311 08$a9781928502210 311 08$a1928502210 327 $aCover -- Title page -- About the book -- Acknowledgements -- Copyright page -- Contents -- 1. Taking stock -- Global change and higher education -- The challenge for the Global South -- Why look at South Africa? -- What does this book aim to do? -- 2. Making sense of experiences and observations -- Doing research on teaching and learning -- The nature of reality -- Archer's Social Realism -- Archer's morphogenetic framework -- 3. Dominant discourses, policy challenges -- The global and the local -- The macro level -- The meso and micro levels -- Policy after apartheid -- Curriculum and the global economy -- Quality assurance -- Funding higher education -- Reorganising the system -- The Higher Education Qualifications Sub-Framework -- Conclusion -- 4. Denying context, misunderstanding students -- The power of the words we use -- Students as decontextualised individuals -- The misappropriation of theories on teaching and learning -- The 'language problem' and how it lets universities off the hook -- Reading and writing as ideological acts -- Fixing the problem of academic literacy -- Disadvantage as an explanation for failure -- The university as a neutral space -- Students as clients -- Students as social beings, the university as a social space -- Foregrounding students' epistemological access -- Conclusion -- 5. Reconceptualising curriculum, structuring access -- What is curriculum? -- The curriculum is conditioned by the structure of knowledge -- The curriculum provides access to powerful knowledge -- The curriculum is conditioned by social context -- The curriculum is conditioned by institutional histories -- Historical differentiation by race -- Private higher education -- The focus on programmes and modules -- Extended curricula -- Academic advising -- Conclusion -- 6. Resisting and complying. Academics responding to change. 327 $aAcademics and agency -- The conditioning role of the discipline in academics' identity formation -- The history of the system and the conditioning of individuals -- New Public Management and managerialism -- Staffing in a global structure -- The emergence of compliance -- Ever-increasing demands on academic life -- Staff demographics -- Concluding thoughts -- 7. Evaluating change, looking forward -- Introduction -- The landscape at T4 -- A differentiated and developmental system -- A Covid Postscript -- References -- Back cover. 330 $aDrawing on the South African case, this book looks at shifts in higher education around the world in the last two decades. In South Africa, calls for transformation have been heard in the university since the last days of apartheid. Similar claims for quality higher education to be made available to all have been made across the African continent. In spite of this, inequalities remain and many would argue that these have been exacerbated during the Covid pandemic. Understanding Higher Education responds to these calls by arguing for a social account of teaching and learning by contesting dominant understandings of students as 'decontextualised learners' premised on the idea that the university is a meritocracy. This book tackles the issue of teaching and learning by looking both within and beyond the classroom. It looks at how higher education policies emerged from the notion of the knowledge economy in the newly democratic South Africa, and how national qualification frameworks and other processes brought the country more closely into conversation with the global order. The effects of this on staffing and curriculum structures are considered alongside a proposition for alternative ways of understanding the role of higher education in society. 517 $aUnderstanding Higher Education 606 $aEducation, Higher 607 $aSouth Africa 615 0$aEducation, Higher. 676 $a378 700 $aBowie$b Chrissie$01214108 701 $aMcKenna$b Sioux$01214109 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910552759603321 996 $aUnderstanding Higher Education$92803862 997 $aUNINA