The necessity and possibility of powerful ‘regional’ knowledge: curriculum change and renewal

References

• Altbach, P. G., L. Reisberg, and L. E. Rumbley. 2009. “ Trends in Global Higher Education: Tracking an Academic Revolution.” Accessed April 3, 2015. http://www.uis.unesco.org/Library/Documents/trends-global-higher-education-2009-world-conference-en.pdf.
   Google Scholar
• Amosun, S. I., N. Hartman, V. Janse van Rensburg, E. M. Duncan, and E. Badenhorst. 2012. “Processes in Widening Access to Undergraduate Allied Health Sciences Education in South Africa.” African Journal of Health Professions Education 4 (1): 34–39. doi: 10.7196/ajhpe.138
   Google Scholar
• Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity, Theory, Research, Critique. Oxford: Rowan & Littlefield.
   Google Scholar
• Bhaskar, R. 1978. A Realist Theory of Science. Brighton, UK: Harvester Press.
   Google Scholar
• Callinicos, A. 1989. Against Postmodernism: A Marxist Critique. Cambridge: Polity.
   Google Scholar
• Case, J. 2014. “Probelmatising Curriculum: Contemporary Debates in Engineering Education.” In Knowledge, Expertise and the Professions, edited by M. Young and J. Muller, 143–156. London: Routledge.
   Google Scholar
• Clegg, S. 2005. “Evidence-Based Practice in Educational Research: A Critical Realist Critique of Systematic Review.” British Journal of Sociology of Education 26 (3): 415–428. doi: 10.1080/01425690500128932
   Web of Science ®Google Scholar
• Clegg, S. 2011. “Cultural Capital and Agency: Connecting Critique and Curriculum in Higher Education.” British Journal of Sociology of Education 32 (1): 93–108. doi: 10.1080/01425692.2011.527723
   Web of Science ®Google Scholar
• Clegg, S. 2012. “ A Morphogenetic Analysis of Intersectionality.” Invited Keynote Kritische Soziologie Meets Critical Realism, Friedrich-Schiller-University Jena, Jena, February 1–3.
   Google Scholar
• Clegg, S. 2014. “Different Times: Temporality, Curriculum and Powerful Knowledge.” In Universities in the Flux of Time, edited by P. Gibbs, O. Ylijoki, C. Guzmán-Valenzuela, and R. Barnett, 108–120. London: Routledge.
   Google Scholar
• Collini, S. 2006. Absent Minds Intellectual in Britain. Oxford: Oxford University Press.
   Google Scholar
• Connell, R. 2007. Southern Theory. Cambridge: Polity.
   Google Scholar
• Cooper, B., and R. Morrell, eds. 2014. African-Centred Knowledge: Crossing fields and Worlds. Suffolk, UK: James Currey.
   Google Scholar
• Durkheim, E. 1995. First Edition 1912. Elementary Forms of Religious Life. New York: The Free Press.
   Google Scholar
• Evans, M. 2004. Killing Thinking: The Death of the Universities. London: Continuum.
   Google Scholar
• Gortner, S. R. 2000. “Knowledge Development in Nursing: Our Historical Roots and Future Opportunities.” Nursing Outlook 48 (2): 60–67. doi: 10.1016/S0029-6554(00)90004-6
   PubMed Web of Science ®Google Scholar
• Harding, S., and M. B. Hintikka. 1983. Discovering Reality: Feminist Perspectives on Epistemology, Metaphysics, Methodology, and Philosophy of Science. Boston: D. Reidel.
   Google Scholar
• Hartman, N., H. Kathard, G. Perez, S. Ried, J. Irlam, G. Gunston, V. Janse van Rensburg, et al. 2012. “Health Sciences Undergraduate Education at the University of Cape Town: A Story of Transformation.” Forum 102 (6): 477–480.
   Google Scholar
• Hartsock, Nancy C. M. 1998. The Feminist Standpoint Revisited, and Other Essays. Boulder, CO: Westview Press.
   Google Scholar
• Luckett, K. 2015. “ Gazes from the Post-colony: An Analysis of African Epistemologies Using Legitimation Code Theory.” Paper presented at the LCT Conference, Cape Town, June 17–19.
   Google Scholar
• Lukács, G. 1971. History and Class Consciousness: Studies in Marxist Dialectic. Brecon, UK: The Merlin Press.
   Google Scholar
• Maton, K. 2014. Knowledge and Knowers: Towards a Realist Sociology of Education. Abingdon, UK: Routledge.
   Google Scholar
• McLean, M., A. Abbas, and P. Ashwin. 2013. “The Use and Value of Bernstein's Work in Studying (In)equalities in Undergraduate Social Science Education.” British Journal of Sociology of Education 34 (2): 262–280. doi: 10.1080/01425692.2012.710007
   Web of Science ®Google Scholar
• Moore, R., and R. Muller. 1999. “The Discourse of ‘Voice’ and the Problem of Knowledge and Identity in the Sociology of Education.” British Journal of Sociology of Education 20 (2): 189–206. doi: 10.1080/01425699995407
   Web of Science ®Google Scholar
• Muller, J. 2009. “Forms of Knowledge and Curriculum Coherence.” Journal of Education and Work 22 (3): 205–226. doi: 10.1080/13639080902957905
   Google Scholar
• Myrdal, A., and V. Klein. 1956. Women's Two Roles. London: Routledge and Kegan Paul.
   Google Scholar
• Naidoo, R. 2014. “ Transnational Higher Education: Global Wellbeing or Imperialism?” Keynote Presentation, United Kingdom Forum for International Education UCL Institute of Education, London, UK, October 24.
   Google Scholar
• Post Crash Economics Society. 2015. Accessed August 20, 2015. http://www.post-crasheconomics.com/.
   Google Scholar
• Rhodes Must Fall Movement. 2015. Accessed September 10, 2015. http://rhodesmustfall.co.za/.
   Google Scholar
• Sayer, A. 1992. Method in Social Science. London: Routledge.
   Google Scholar
• Sayer, A. 2005. The Moral Significance of Class. Cambridge: Cambridge University Press.
   Google Scholar
• Scott, D., A. Brown, I. Lunt, and L. Thorne. 2009. “Specialised Knowledge in UK Professions: Relations Between the State, the University and the Workplace.” In Changing Practices of Doctoral Education, edited by D. Boud and A. Lee, 143–156. London: Routledge.
   Google Scholar
• Segal, L. 1999. Why Feminism? Cambridge: Cambridge University Press.
   Google Scholar
• Shay, S. 2013. “Conceptualizing Curriculum Differentiation in Higher Education: A Sociology of Knowledge Point of View.” British Journal of Sociology of Education 34 (4): 563–582. doi: 10.1080/01425692.2012.722285
   Web of Science ®Google Scholar
• Smit, R. 2012. “Engineering Science and Pure Science Do Disciplinary Differences Matter in Engineering Science?” Paper presented at Annual Conference of Australasian Association for Engineering Education, Melbourne, December 3–5.
   Google Scholar
• Soudien, C. 2015. “Of False-Starts, Blind Spots, Cul-de-Sacs and Legitimacy Struggles: The Curriculum Debates in South African Higher Education.” Panel Discussion What Does “Decolonising the Curriculum” Mean for Education Studies? University of Cape Town, August 21, 2015.
   Google Scholar
• Tight, M. 2009. The Development of Higher Education in the United Kingdom since 1945. Maidenhead, UK: SRHE & OUP.
   Google Scholar
• Wheelahan, L. 2010. Why Knowledge Matters in Curriculum: A Social Realist Argument. Abingdon, UK: Routledge.
   Google Scholar
• Wolff, K., and K. Luckett. 2013. “Integrating Multidisciplinary Engineering Knowledge.” Teaching in Higher Education 18 (1): 78–92. doi: 10.1080/13562517.2012.694105
   Web of Science ®Google Scholar
• Young, M. 2008. Bringing Knowledge Back In: From Social Constructivism to Social Realism in the Sociology of Education. London: Routledge.
   Google Scholar
• Young, M., and J. Muller, eds. 2014. Knowledge, Expertise and the Professions. London: Routledge.
   Google Scholar
• Zipin, L., A. Fataar, and M. Brennan. 2015. “Can Social Realism Do Social Justice? Debating the Warrants for Curriculum Knowledge Selection.” Education as Change 19 (2): 9–36. doi: 10.1080/16823206.2015.1085610
   Web of Science ®Google Scholar