Journal of Iberian and Latin American Research, 2015
The Argentinean peasantry has been severely ignored within the imagined rural geography of this c... more The Argentinean peasantry has been severely ignored within the imagined rural geography of this country, and until relatively recent times publically invisible. This article addresses this historic injustice by focusing on this hidden social group on the margins of Argentinean society. The article examines the prevalent theoretical conceptualisation of the peasantry in Argentina and identifies this sector in census data, where it is assimilated into the small agriculture producers group. The marginalisation of this sector, however, is being contested by the mobilisation and organisations of peasant communities across the country. This article discusses the formation and consolidation of two campesino-indigenous organisations in Northwest Argentina: Movimiento Campesino de Santiago del Estero-Vía Campesina (MOCASE-VC) and Red Puna y Quebrada. The discourses and praxes of these movements reflect not only the reconfiguration of marginalised campesino communities, which are often of indigenous origin, as autonomous and active social subjects, but also provide valuable lessons for how a different form of horizontal organisation is being pursued from below.
We explore the idea that teaching students as ‘scholars’ can change their education within a valu... more We explore the idea that teaching students as ‘scholars’ can change their education within a values discourse that promotes certain personal attributes, including being engaged members of their uni...
Assessment & Evaluation in Higher Education, Jan 15, 2021
Abstract This article examines how much ‘complex knowledge’ is assessed during a university degre... more Abstract This article examines how much ‘complex knowledge’ is assessed during a university degree and the extent to which a student has the opportunity to develop this. We conceptualise complex knowledge as any type of assessment that requires students to create and evaluate knowledge, and for which they may receive formative feedback. Such activities are associated with developing higher-order cognition, a set of skills that is poorly understood in the context of modular degree structures. The study analysed the foundational documents of 1135 modules between 1999 and 2018, and looked for the proportion of complex knowledge being assessed, as well as the weight assigned to the final examination and the number of internal assessments per module. Findings show a clear increase in the frequency of assessments involving complex knowledge over time in both Science and HSSC (humanities, social sciences, commerce) subject groups. Complex knowledge was also more prevalent in second- and third-year modules. We argue that more attention needs to be devoted to the quality of assessment in terms of its potential for enabling students to develop higher-order cognition. The study opens up important conversations about the appropriate amount of higher-order learning that a university graduate should experience.
ABSTRACT This point for departure piece is about university students working together and working... more ABSTRACT This point for departure piece is about university students working together and working for each other in the context of Vygotsky’s Zone of Proximal Development (ZPD) and his concept of the ‘more capable peer.’ Much attention has been paid to what is learned, or the knowledge component of the ZPD. However, what seems to be absent in these accounts is an understanding of the interpersonal communicative processes involved in peer to peer relationships. What we address here is: what needs to be ‘more capable’ about a peer? And can the ZPD be seen as a person-centred affective zone of empathy and positive regard for others.
Assessment & Evaluation in Higher Education, Jun 13, 2016
Abstract This study examines the use of peer review in an undergraduate ecology programme, in whi... more Abstract This study examines the use of peer review in an undergraduate ecology programme, in which students write a research proposal as a grant application, prior to carrying out the research project. Using a theoretical feedback model, we compared teacher and student peer reviews in a double blind exercise, and show how students responded to feedback given by each group. In addition, students wrote a rebuttal for every feedback point before re-drafting and submission. Despite students claiming they could tell if the reviewer was a teacher or student, this was not always the case, and both student and teacher feedback was accepted on merit. Analysis of feedback types and rebuttal actions showed similar patterns between students and teachers. Where teachers differed slightly was in the use of questions and giving direction. Interviews with students showed the rebuttal was a novel experience, because it required a consideration of each comment and justification as to why it was accepted, partially accepted or rejected. Being a reviewer helped students to learn about their own work, and it changed the way they understood the scientific literature. In addition, some students transferred their new peer review skills to help others outside of the ecology programme.
Journal of Iberian and Latin American Research, 2015
The Argentinean peasantry has been severely ignored within the imagined rural geography of this c... more The Argentinean peasantry has been severely ignored within the imagined rural geography of this country, and until relatively recent times publically invisible. This article addresses this historic injustice by focusing on this hidden social group on the margins of Argentinean society. The article examines the prevalent theoretical conceptualisation of the peasantry in Argentina and identifies this sector in census data, where it is assimilated into the small agriculture producers group. The marginalisation of this sector, however, is being contested by the mobilisation and organisations of peasant communities across the country. This article discusses the formation and consolidation of two campesino-indigenous organisations in Northwest Argentina: Movimiento Campesino de Santiago del Estero-Vía Campesina (MOCASE-VC) and Red Puna y Quebrada. The discourses and praxes of these movements reflect not only the reconfiguration of marginalised campesino communities, which are often of indigenous origin, as autonomous and active social subjects, but also provide valuable lessons for how a different form of horizontal organisation is being pursued from below.
We explore the idea that teaching students as ‘scholars’ can change their education within a valu... more We explore the idea that teaching students as ‘scholars’ can change their education within a values discourse that promotes certain personal attributes, including being engaged members of their uni...
Assessment & Evaluation in Higher Education, Jan 15, 2021
Abstract This article examines how much ‘complex knowledge’ is assessed during a university degre... more Abstract This article examines how much ‘complex knowledge’ is assessed during a university degree and the extent to which a student has the opportunity to develop this. We conceptualise complex knowledge as any type of assessment that requires students to create and evaluate knowledge, and for which they may receive formative feedback. Such activities are associated with developing higher-order cognition, a set of skills that is poorly understood in the context of modular degree structures. The study analysed the foundational documents of 1135 modules between 1999 and 2018, and looked for the proportion of complex knowledge being assessed, as well as the weight assigned to the final examination and the number of internal assessments per module. Findings show a clear increase in the frequency of assessments involving complex knowledge over time in both Science and HSSC (humanities, social sciences, commerce) subject groups. Complex knowledge was also more prevalent in second- and third-year modules. We argue that more attention needs to be devoted to the quality of assessment in terms of its potential for enabling students to develop higher-order cognition. The study opens up important conversations about the appropriate amount of higher-order learning that a university graduate should experience.
ABSTRACT This point for departure piece is about university students working together and working... more ABSTRACT This point for departure piece is about university students working together and working for each other in the context of Vygotsky’s Zone of Proximal Development (ZPD) and his concept of the ‘more capable peer.’ Much attention has been paid to what is learned, or the knowledge component of the ZPD. However, what seems to be absent in these accounts is an understanding of the interpersonal communicative processes involved in peer to peer relationships. What we address here is: what needs to be ‘more capable’ about a peer? And can the ZPD be seen as a person-centred affective zone of empathy and positive regard for others.
Assessment & Evaluation in Higher Education, Jun 13, 2016
Abstract This study examines the use of peer review in an undergraduate ecology programme, in whi... more Abstract This study examines the use of peer review in an undergraduate ecology programme, in which students write a research proposal as a grant application, prior to carrying out the research project. Using a theoretical feedback model, we compared teacher and student peer reviews in a double blind exercise, and show how students responded to feedback given by each group. In addition, students wrote a rebuttal for every feedback point before re-drafting and submission. Despite students claiming they could tell if the reviewer was a teacher or student, this was not always the case, and both student and teacher feedback was accepted on merit. Analysis of feedback types and rebuttal actions showed similar patterns between students and teachers. Where teachers differed slightly was in the use of questions and giving direction. Interviews with students showed the rebuttal was a novel experience, because it required a consideration of each comment and justification as to why it was accepted, partially accepted or rejected. Being a reviewer helped students to learn about their own work, and it changed the way they understood the scientific literature. In addition, some students transferred their new peer review skills to help others outside of the ecology programme.
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Papers by Nave Wald