Understanding resistance: an analysis of discourses in academic staff development

References

• Archer , M.S. 1995 . Realist social theory: The morphogenetic approach , Cambridge : Cambridge University Press .
   Google Scholar
• Archer , M.S. 1996 . Culture and agency: The place of culture in social theory , Cambridge : Cambridge University Press .
   Google Scholar
• Archer , M.S. 2000 . Being human: The problem of agency , Cambridge : Cambridge University Press .
   Google Scholar
• Barnett , R. 2000 . Realizing the university in an age of supercomplexity , Buckingham : Open University Press .
   Google Scholar
• Becher , T. 1981 . Towards a definition of disciplinary cultures . Studies in Higher Education , 6 ( 2 ) : 109 – 22 .
   Web of Science ®Google Scholar
• Becher , T. and Trowler , P. 2001 . Academic tribes and territories: Intellectual enquiry and the cultures of disciplines , 2 , Buckingham : Open University Press .
   Google Scholar
• Boughey , C. 2002 . ‘Naming’ students' problems: An analysis of language-related discourses at a South African university . Teaching in Higher Education , 7 ( 3 ) : 295 – 307 .
   Web of Science ®Google Scholar
• Boughey , C. 2007 . Educational development in South Africa: From social reproduction to capitalist expansion? . Higher Education Policy , 20 : 5 – 18 .
   Google Scholar
• Chouliaraki , L. and Fairclough , N. 1999 . Discourse in late modernity: Rethinking critical discourse analysis , Edinburgh : Edinburgh University Press .
   Google Scholar
• Clegg , S. 2003 . Problematising ourselves: Continuing professional development in higher education . International Journal for Academic Development , 8 ( 1 & 2 ) : 37 – 50 .
   Google Scholar
• Crittendon , B. 1997 . Minding their business: The proper role of universities and some suggested reforms , Occasional Paper Series 2 Canberra : Academy of the Social Sciences in Australia .
   Google Scholar
• Dall'Alba , G. 2005 . Improving teaching: Enhancing ways of being university teachers . Higher Education Research and Development , 24 ( 4 ) : 361 – 72 .
   Google Scholar
• D'Andrea , V. and Gosling , D. 2005 . Improving teaching and learning in higher education: A whole institution approach , Maidenhead : Open University Press .
   Google Scholar
• Davidson , M. 2004 . Bones of contention: Using self and story in the quest to professionalize higher education teaching – an interdisciplinary approach . Teaching in Higher Education , 9 ( 3 ) : 299 – 310 .
   Web of Science ®Google Scholar
• Dison , L. and Rule , P. 1996 . Bridging the subject–student divide: An integrated approach to developing foundational curricula . Academic Development , 2 ( 2 ) : 83 – 97 .
   Google Scholar
• Edwards , R. 1998 . Mapping, locating and translating: A discursive approach to professional development . Studies in Continuing Education , 20 ( 1 ) : 23 – 38 .
   Google Scholar
• Eisner , E. 1983 . The art and craft of teaching . Educational Leadership , 40 ( 4 ) : 5 – 13 .
   Web of Science ®Google Scholar
• Evetts , J. 2003 . The sociological analysis of professionalism. Occupational change in the modern world . International Sociology , 18 ( 2 ) : 395 – 415 .
   Web of Science ®Google Scholar
• Fairclough , N. 2000 . Discourse, social theory, and social research: The discourse of welfare reform . Journal of Sociolinguistics , 4 ( 2 ) : 163 – 95 .
   Google Scholar
• Fairclough , N. 2001 . Language and power , 2 , Harlow : Longman .
   Google Scholar
• Fairclough , N. , Jessop , B. and Sayer , A. 2002 . Critical realism and semiosis . Journal of Critical Realism , 5 ( 1 ) : 2 – 10 .
   Google Scholar
• Geisler , C. 1994a . Academic literacy and the nature of expertise , Hillsdale , NJ : Lawrence Erlbaum .
   Google Scholar
• Geisler , C. 1994b . Literacy and expertise in the academy . Language and Learning across the Disciplines , 1 : 35 – 57 .
   Google Scholar
• Gibbs , G. 1996 . Supporting educational development within departments . International Journal for Academic Development , 1 ( 1 ) : 27 – 37 .
   Google Scholar
• Gleeson , D. and Knights , D. 2006 . Challenging dualisms: Public professionalism in ‘troubled’ times . Sociology , 40 ( 2 ) : 277 – 95 .
   Google Scholar
• Healey , M. 2000 . Developing the scholarship of teaching in higher education: A discipline-based approach . Higher Education Research and Development , 19 ( 2 ) : 169 – 89 .
   Google Scholar
• Henkel , M. 2000 . Academic identities and policy change in higher education , London : Jessica Kingsley .
   Google Scholar
• Henkel , M. 2002 . Academic identity in transformation? The case of the United Kingdom . Higher Education Management and Policy , 14 ( 3 ) : 137 – 47 .
   Google Scholar
• Henning , E. , Van Rensburg , W. and Smit , B. 2004 . Finding your way in qualitative research , Pretoria : Van Schaik .
   Google Scholar
• Hillocks , G.J. 1995 . Teaching writing as reflective practice , New York : Teachers College Press .
   Google Scholar
• Jenkins , A. 1996 . Discipline-based educational development . International Journal for Higher Education , 1 ( 1 ) : 50 – 62 .
   Google Scholar
• Johns , A.M. 1997 . Text, role, and context , Cambridge : Cambridge University Press .
   Google Scholar
• Knight , T. and Trowler , P. 2001 . Departmental leadership in higher education , Buckingham : Open University Press .
   Google Scholar
• Kolb , D.A. 1984 . Experiential learning: Experience as a source of learning and development , Englewood Cliffs , NJ : Prentice-Hall .
   Google Scholar
• Kreber , C. , ed. 2009 . The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries , London : Routledge .
   Google Scholar
• Lueddeke , G.R. 2003 . Professionalizing teaching practice in higher education: A study of disciplinary variation and ‘teaching-scholarship’ . Studies in Higher Education , 28 ( 2 ) : 213 – 28 .
   Web of Science ®Google Scholar
• McKenna , S. 2004 . “ A critical investigation into discourses that construct academic literacy at the Durban Institute of Technology ” . Rhodes University . PhD diss
   Google Scholar
• Moll , I. and Slonimsky , L. 1989 . Towards an understanding of cognition and learning in the academic support context . South African Journal of Higher Education , 3 ( 1 ) : 160 – 6 .
   Google Scholar
• Moore , R.S. 2003 . “ Adaptive responses to curriculum restructuring policy in two South African universities: An enquiry into the identity projections of academics disposed towards change ” . University of Cape Town . PhD diss
   Google Scholar
• Nicoll , K. The ‘good’ teacher?: The work of professional development programmes for academics . Proceedings of the conference on Working knowledge: Productive learning at work . pp. 325 – 30 . Sydney : University of Technology .
   Google Scholar
• Nixon , J. 2001 . ‘Not without dust and heat’: The moral bases of the ‘new’ academic professionalism . British Journal of Educational Studies , 49 ( 2 ) : 173 – 86 .
   Web of Science ®Google Scholar
• Nixon , J. , Beattie , M. , Challis , M. and Walker , M. 1998 . What does it mean to be an academic? A colloquium . Teaching in Higher Education , 3 ( 3 ) : 277 – 99 .
   Google Scholar
• Parker , J. 2002 . A new disciplinarity: Communities of knowledge, learning and practice . Teaching in Higher Education , 7 ( 4 ) : 373 – 86 .
   Google Scholar
• Quinn , L. 1999 . “ An examination of the drafting-responding process used to develop students' writing in an English Language for Academic Purposes course ” . Rhodes University . Master's diss
   Google Scholar
• Radford , J. 2001 . Points for debate: Doctor of what? . Teaching in Higher Education , 6 ( 4 ) : 527 – 9 .
   Google Scholar
• Rowland , S. 1999 . The role of theory in a pedagogical model for lecturers in higher education . Studies in Higher Education , 24 ( 3 ) : 303 – 14 .
   Web of Science ®Google Scholar
• Rowland , S. 2000 . The enquiring university teacher , Buckingham : Open University Press .
   Google Scholar
• Rowland , S. 2001 . Surface learning about teaching in higher education: The need for more critical conversations . International Journal for Academic Development , 6 ( 2 ) : 162 – 7 .
   Google Scholar
• Scollon , R. and Scollon , S. 1981 . Narrative, literacy and face in interethnic communication , Norwood , NJ : Ablex .
   Google Scholar
• Searle , R. and McKenna , S. 2007 . “ Policy discourses about teaching excellence in a transforming South Africa ” . In International perspectives on teaching excellence in higher education , Edited by: Skelton , A. 103 – 216 . London : Routledge .
   Google Scholar
• Singh , M. 2001 . Reinserting the public good in higher education transformation . Kagisano. Council on Higher Education Discussion Series , 1 : 8 – 18 .
   Google Scholar
• Skelton , A. 2004 . Understanding ‘teaching excellence’ in higher education: A critical evaluation of the National Teaching Fellowships Scheme . Studies in Higher Education , 29 ( 4 ) : 451 – 68 .
   Web of Science ®Google Scholar
• Slaughter , S. 2001 . Problems in comparative higher education: Political economy, political sociology and postmodernism . Higher Education , 41 : 389 – 412 .
   Web of Science ®Google Scholar
• Trowler , P. and Knight , P.T. 2000 . Coming to know in higher education: Theorising faculty entry into new work contexts . Higher Education Research & Development , 19 ( 1 ) : 27 – 42 .
   Google Scholar
• Volbrecht , T.E. 2003 . “ Plot and practice. A narrative inquiry into academic development, language policy and lifelong learning as frameworks for literacy development at the University of the Western Cape ” . University of the Western Cape . PhD diss
   Google Scholar
• Weimer , M. 1997 . Assumptions that devalue university teaching . International Journal for Academic Development , 2 ( 1 ) : 52 – 74 .
   Google Scholar