This paper explores how academics navigate the Higher Education (HE) landscape being reshaped by ... more This paper explores how academics navigate the Higher Education (HE) landscape being reshaped by the convergence of unbundling, marketisation and digitisation processes. Social Realism distinguishe...
Academic and quantitative literacies (AQL) are essential to success in higher education. These li... more Academic and quantitative literacies (AQL) are essential to success in higher education. These literacies are largely not explicitly taught, but acquired indirectly, mostly through practices in various school subjects. The National Benchmark Tests (NBT) Project assesses students’ AQL competencies to assist in identifying students who need support, with placement into appropriate programmes and with curriculum development. We analyse the performance on the NBT AQL test of students who took the school-leaving examinations in Mathematics, Mathematical Literacy, English Home Language and English First Additional Language. We use the subject choice as a representation of the level of a candidate’s quantitative competence and language proficiency respectively, and investigate the relative contributions made by these subject choices to a student’s AQL. Students who paired Mathematics with English as Home Language subject had the statistically significant highest mean AQL score and those wh...
Mobility, Data and Learner Agency in Networked Learning, 2020
As higher education (HE) undergoes a massive expansion in demand in most countries across the glo... more As higher education (HE) undergoes a massive expansion in demand in most countries across the globe and experiences financial pressures, the sector is evolving rapidly. Market pressures encourage the search for additional income and new forms of provision, and online programme management (OPM) companies are increasingly entering the sector as they identify market opportunities. At the same time, the HE sector has seen the appearance of many flexible online courses and qualifications delivered by new configurations of providers and partnerships, through a process of ‘unbundling’. This chapter reports on the data on South African HE from the research project ‘The Unbundled University: Researching emerging models in an unequal landscape’. Using a new dataset, mapping or social cartography is employed to bring a novel perspective to uncover patterns of new provision and the partnerships between OPMs and institutions and their relationship to differentiation in the HE sector. Significantly, the maps reveal relationships between universities and OPMs which appear to reflect existing differentiation between institutions, insofar as OPMs presently partner almost exclusively with historically advantaged, traditional universities, with high international ranking and reputation. This chapter argues that such partnerships have the potential to reinforce the power asymmetries already at play.
There are more than one way forward for HEIs that wish to strategize how to best advance engageme... more There are more than one way forward for HEIs that wish to strategize how to best advance engagement with the wider society, address the changing need for professional development, develop learning technologies and establish international collaboration such as for research. The current study investigates, compares and discusses HEIs’ strategies for three areas: technology-enhanced education (including open courses); professional development of academic staff and research collaboration and engagement with business and other community stakeholders. The last issue is discussed in relation to Perez Vico et. al.’s (2014) categories of collaboration. The four HEIs involved in this study are the University of the Sunshine Coast, Australia, SIM University, Singapore, University of Cape Town, South Africa, and Stockholm University, Sweden. Formal documents about strategies and policies from each university are scrutinized in conjunction with interviews with managers who are responsible for ed...
Although English Home Language and English First Additional Language marks from the National Seni... more Although English Home Language and English First Additional Language marks from the National Senior Certificate (NSC) are used for university admission in South Africa, no studies have explored their predictive value. This paper shed light on English language marks and English language competence through a comparative analysis of NSC marks and National Benchmark Test in Academic Literacy test results for a cohort of first year education students at the University of the Witwatersrand. To provide in-depth insight, the analysis includes fine-grained analysis of specific academic language competencies. The results of the analysis in this study show that the same mark in Home Language and First Additional Language does not necessarily reflect the same level of English-language academic competence as measured by the NBT Academic Literacy test. On average, students that wrote the First Additional Language papers scored between .5 and .9 of a standard deviation below students who wrote the...
ABSTRACT The National Benchmark Test in Academic Literacy is designed to assess the ability of fi... more ABSTRACT The National Benchmark Test in Academic Literacy is designed to assess the ability of first-year students to cope with the typical language-of-instruction, academic reading and reasoning demands they will face on entry to higher education. Drawing on quantitative data, this paper reports on the overall performance levels of a large-scale (n = 6500) national sample of test-takers who took the test as applicants for the 2013 intake into higher education. Overall test-taker performance is disaggregated by performance on sub-scales of the overall construct of academic literacy. The argument is made that the National Benchmark Test provides a framework for a nuanced and practicable understanding of test-takers’ academic literacy ‘proficiencies’. The conclusion to the paper evaluates the extent to which the test enables higher education lecturers’ greater engagement with students’ academic literacy shortcomings and with research-led information aimed at the improvement of teaching and learning.
Procesos y Pruebas de Admisión a la Educación …, 2010
ISSN: 1989-0397 EL BALANCE ENTRE EXCELENCIA Y EQUIDAD EN PRUEBAS DE ADMISIÓN: CONTRIBUCIONES DE E... more ISSN: 1989-0397 EL BALANCE ENTRE EXCELENCIA Y EQUIDAD EN PRUEBAS DE ADMISIÓN: CONTRIBUCIONES DE EXPERIENCIAS EN SUDÁFRICA Y COSTA RICA THE BALANCE BETWEEN EXCELLENCE AND EQUITY ON ADMISSION TEST: CONTRIBUTIONS OF ...
The assessment of entry-level students' academic literacy: does it matter? In Higher Educatio... more The assessment of entry-level students' academic literacy: does it matter? In Higher Education both nationally and internationally, the need to assess incoming students' readiness to cope with the typical reading and writing demands they will face in the language-of-instruction of their desired place of study is (almost) common cause. This readiness to cope with reading and writing demands in a generic sense is at the heart of what is meant by notions of academic literacy. 'Academic literacy' suggests, at least, that entry-level students possess some basic understanding of – or capacity to acquire an understanding of – what it means to read for meaning and argument; to pay attention to the structure and organisation of text; to be active and critical readers; and to formulate written responses to academic tasks that are characterised by logical organisation, coherence and precision of expression. This paper attempts to address two crucial questions in the assessment ...
This paper reports the results of a small-scale (n = 9) interview study of the ‘ways
of knowing’... more This paper reports the results of a small-scale (n = 9) interview study of the ‘ways
of knowing’ of academics in a Design School at a South African polytechnic. The focus
of the study was on exploring the perceptions of these academics about discipline-specific
knowledge in their fields. The paper presents an analysis of the responses, derived from
semi-structured interviews, to questions concerning the origin, development, structure, and
contestation of knowledge. Responses were classified and tabulated in terms of their relation
to theories of epistemology and the findings analysed in relation to how they might be
said to be descriptive of qualitatively different views of the construction and contestation of
discipline-specific knowledge.
The analysis suggests that there are some areas of commonality, such as the agreement that
their knowledge has an eclectic base and that its structure is influenced by personal, historical,
professional and technological imperatives in the discipline. On the other hand, there
are some tensions in beliefs about the structure and contestation of knowledge. The analysis
draws out tensions between the established canon and popular culture; between individual
intuition and professional benchmarks; and between Eurocentric and Afrocentric knowledgebases.
Concluding comments suggest that these tensions have important implications for both
the content and methodology of teaching.
Summary in English. Word processed copy. Thesis (M.Ed.)--University of Cape Town, 1992. Includes ... more Summary in English. Word processed copy. Thesis (M.Ed.)--University of Cape Town, 1992. Includes bibliography.
This thesis reports the results of a longitudinal study of the conceptions of their own learning ... more This thesis reports the results of a longitudinal study of the conceptions of their own learning of a group of educators (n=14) involved in further formal study at graduate level. Previous studies of conceptions of learning from the perspective of the learner him/herself have been conducted in a wide variety of contexts. This present study was an attempt to explore this phenomenon from the perspective of a group of New Zealand educators individually representing early childhood, primary, secondary and tertiary education sectors. The study had two aims: (1) the exploration of the phenomenon of learning conception at different points during and after these educators' engagement in graduate study; and (2) the investigation of change and stability in these learning conceptions, as well as those academic context features that might be said to be associated with that change or stability. The current study was substantively based on previous descriptive classifications of learning conc...
Whilst performance in the school-leaving examination may be a good predictor of academic achievem... more Whilst performance in the school-leaving examination may be a good predictor of academic achievement at medical schools, it is not necessarily a perfect one. The Health Sciences Placement Tests (HSPTs), comprising four components, were adopted by several South African universities as a tool to understand student preparedness. Of 127 first-year students at the University of the Witwatersrand in 2010, those from private schools performed significantly better academically than their public school counterparts on overall HSPT performance and in the Academic Language test, and marginally better in the Mathematics Achievement and Mathematics Comprehension tests. Students from private schools performed better at first-year level in the subjects of Psychology and Fundamentals of Medical and Clinical Sciences. The Academic Language and Mathematics Comprehension tests showed significant correlations with performance in first-year subjects, both at mid-year and year-end assessments. The study points to the importance of the HSPTs as an additional tool in predicting and understanding academic success at first-year university level.
Although English Home Language and English First Additional Language marks from the National Seni... more Although English Home Language and English First Additional Language marks from the National Senior Certificate (NSC) are used for university admission in South Africa, no studies have explored their predictive value. This paper shed light on English language marks and English language competence through a comparative analysis of NSC marks and National Benchmark Test in Academic Literacy test results for a cohort of first year education students at the University of the Witwatersrand. To provide in-depth insight, the analysis includes fine-grained analysis of specific academic language competencies. The results of the analysis in this study show that the same mark in Home Language and First Additional Language does not necessarily reflect the same level of English-language academic competence as measured by the NBT Academic Literacy test. On average, students that wrote the First Additional Language papers scored between .5 and .9 of a standard deviation below students who wrote the Home Language papers.
The National Benchmark Test in Academic Literacy (NBT AL) is designed to assess the ability of fi... more The National Benchmark Test in Academic Literacy (NBT AL) is designed to assess the ability of first-year students to cope with the typical language-of-instruction, academic reading and reasoning demands they will face on entry to higher education. Accordingly, the theoretically grounded and psychometrically-validated construct on which the test is based assesses entry level students’ capacity to, for example: (1) distinguish between superordinate and subordinate ideas; (2) differentiate between the decontextualised and contextualised meanings of academic vocabulary and discourse; (3) reason inferentially, deductively and inductively; and (4) understand and interpret text structure and argument. Drawing on quantitative data, this paper reports on the overall performance levels of a large-scale (n = 6500) national sample of test takers who took the test as applicants for the 2013 intake into higher education. Overall test-taker performance is disaggregated by performance on sub-scales of the overall construct of academic literacy. The argument is made that the NBT in Academic Literacy provides a framework for a nuanced and practicable understanding of test-takers’ academic literacy ‘proficiencies’. The conclusion to the paper evaluates the extent to which the test enables higher education lecturers’ greater engagement with students’ academic literacy shortcomings and with research-led information aimed at the improvement of teaching and learning.
This paper explores how academics navigate the Higher Education (HE) landscape being reshaped by ... more This paper explores how academics navigate the Higher Education (HE) landscape being reshaped by the convergence of unbundling, marketisation and digitisation processes. Social Realism distinguishe...
Academic and quantitative literacies (AQL) are essential to success in higher education. These li... more Academic and quantitative literacies (AQL) are essential to success in higher education. These literacies are largely not explicitly taught, but acquired indirectly, mostly through practices in various school subjects. The National Benchmark Tests (NBT) Project assesses students’ AQL competencies to assist in identifying students who need support, with placement into appropriate programmes and with curriculum development. We analyse the performance on the NBT AQL test of students who took the school-leaving examinations in Mathematics, Mathematical Literacy, English Home Language and English First Additional Language. We use the subject choice as a representation of the level of a candidate’s quantitative competence and language proficiency respectively, and investigate the relative contributions made by these subject choices to a student’s AQL. Students who paired Mathematics with English as Home Language subject had the statistically significant highest mean AQL score and those wh...
Mobility, Data and Learner Agency in Networked Learning, 2020
As higher education (HE) undergoes a massive expansion in demand in most countries across the glo... more As higher education (HE) undergoes a massive expansion in demand in most countries across the globe and experiences financial pressures, the sector is evolving rapidly. Market pressures encourage the search for additional income and new forms of provision, and online programme management (OPM) companies are increasingly entering the sector as they identify market opportunities. At the same time, the HE sector has seen the appearance of many flexible online courses and qualifications delivered by new configurations of providers and partnerships, through a process of ‘unbundling’. This chapter reports on the data on South African HE from the research project ‘The Unbundled University: Researching emerging models in an unequal landscape’. Using a new dataset, mapping or social cartography is employed to bring a novel perspective to uncover patterns of new provision and the partnerships between OPMs and institutions and their relationship to differentiation in the HE sector. Significantly, the maps reveal relationships between universities and OPMs which appear to reflect existing differentiation between institutions, insofar as OPMs presently partner almost exclusively with historically advantaged, traditional universities, with high international ranking and reputation. This chapter argues that such partnerships have the potential to reinforce the power asymmetries already at play.
There are more than one way forward for HEIs that wish to strategize how to best advance engageme... more There are more than one way forward for HEIs that wish to strategize how to best advance engagement with the wider society, address the changing need for professional development, develop learning technologies and establish international collaboration such as for research. The current study investigates, compares and discusses HEIs’ strategies for three areas: technology-enhanced education (including open courses); professional development of academic staff and research collaboration and engagement with business and other community stakeholders. The last issue is discussed in relation to Perez Vico et. al.’s (2014) categories of collaboration. The four HEIs involved in this study are the University of the Sunshine Coast, Australia, SIM University, Singapore, University of Cape Town, South Africa, and Stockholm University, Sweden. Formal documents about strategies and policies from each university are scrutinized in conjunction with interviews with managers who are responsible for ed...
Although English Home Language and English First Additional Language marks from the National Seni... more Although English Home Language and English First Additional Language marks from the National Senior Certificate (NSC) are used for university admission in South Africa, no studies have explored their predictive value. This paper shed light on English language marks and English language competence through a comparative analysis of NSC marks and National Benchmark Test in Academic Literacy test results for a cohort of first year education students at the University of the Witwatersrand. To provide in-depth insight, the analysis includes fine-grained analysis of specific academic language competencies. The results of the analysis in this study show that the same mark in Home Language and First Additional Language does not necessarily reflect the same level of English-language academic competence as measured by the NBT Academic Literacy test. On average, students that wrote the First Additional Language papers scored between .5 and .9 of a standard deviation below students who wrote the...
ABSTRACT The National Benchmark Test in Academic Literacy is designed to assess the ability of fi... more ABSTRACT The National Benchmark Test in Academic Literacy is designed to assess the ability of first-year students to cope with the typical language-of-instruction, academic reading and reasoning demands they will face on entry to higher education. Drawing on quantitative data, this paper reports on the overall performance levels of a large-scale (n = 6500) national sample of test-takers who took the test as applicants for the 2013 intake into higher education. Overall test-taker performance is disaggregated by performance on sub-scales of the overall construct of academic literacy. The argument is made that the National Benchmark Test provides a framework for a nuanced and practicable understanding of test-takers’ academic literacy ‘proficiencies’. The conclusion to the paper evaluates the extent to which the test enables higher education lecturers’ greater engagement with students’ academic literacy shortcomings and with research-led information aimed at the improvement of teaching and learning.
Procesos y Pruebas de Admisión a la Educación …, 2010
ISSN: 1989-0397 EL BALANCE ENTRE EXCELENCIA Y EQUIDAD EN PRUEBAS DE ADMISIÓN: CONTRIBUCIONES DE E... more ISSN: 1989-0397 EL BALANCE ENTRE EXCELENCIA Y EQUIDAD EN PRUEBAS DE ADMISIÓN: CONTRIBUCIONES DE EXPERIENCIAS EN SUDÁFRICA Y COSTA RICA THE BALANCE BETWEEN EXCELLENCE AND EQUITY ON ADMISSION TEST: CONTRIBUTIONS OF ...
The assessment of entry-level students' academic literacy: does it matter? In Higher Educatio... more The assessment of entry-level students' academic literacy: does it matter? In Higher Education both nationally and internationally, the need to assess incoming students' readiness to cope with the typical reading and writing demands they will face in the language-of-instruction of their desired place of study is (almost) common cause. This readiness to cope with reading and writing demands in a generic sense is at the heart of what is meant by notions of academic literacy. 'Academic literacy' suggests, at least, that entry-level students possess some basic understanding of – or capacity to acquire an understanding of – what it means to read for meaning and argument; to pay attention to the structure and organisation of text; to be active and critical readers; and to formulate written responses to academic tasks that are characterised by logical organisation, coherence and precision of expression. This paper attempts to address two crucial questions in the assessment ...
This paper reports the results of a small-scale (n = 9) interview study of the ‘ways
of knowing’... more This paper reports the results of a small-scale (n = 9) interview study of the ‘ways
of knowing’ of academics in a Design School at a South African polytechnic. The focus
of the study was on exploring the perceptions of these academics about discipline-specific
knowledge in their fields. The paper presents an analysis of the responses, derived from
semi-structured interviews, to questions concerning the origin, development, structure, and
contestation of knowledge. Responses were classified and tabulated in terms of their relation
to theories of epistemology and the findings analysed in relation to how they might be
said to be descriptive of qualitatively different views of the construction and contestation of
discipline-specific knowledge.
The analysis suggests that there are some areas of commonality, such as the agreement that
their knowledge has an eclectic base and that its structure is influenced by personal, historical,
professional and technological imperatives in the discipline. On the other hand, there
are some tensions in beliefs about the structure and contestation of knowledge. The analysis
draws out tensions between the established canon and popular culture; between individual
intuition and professional benchmarks; and between Eurocentric and Afrocentric knowledgebases.
Concluding comments suggest that these tensions have important implications for both
the content and methodology of teaching.
Summary in English. Word processed copy. Thesis (M.Ed.)--University of Cape Town, 1992. Includes ... more Summary in English. Word processed copy. Thesis (M.Ed.)--University of Cape Town, 1992. Includes bibliography.
This thesis reports the results of a longitudinal study of the conceptions of their own learning ... more This thesis reports the results of a longitudinal study of the conceptions of their own learning of a group of educators (n=14) involved in further formal study at graduate level. Previous studies of conceptions of learning from the perspective of the learner him/herself have been conducted in a wide variety of contexts. This present study was an attempt to explore this phenomenon from the perspective of a group of New Zealand educators individually representing early childhood, primary, secondary and tertiary education sectors. The study had two aims: (1) the exploration of the phenomenon of learning conception at different points during and after these educators' engagement in graduate study; and (2) the investigation of change and stability in these learning conceptions, as well as those academic context features that might be said to be associated with that change or stability. The current study was substantively based on previous descriptive classifications of learning conc...
Whilst performance in the school-leaving examination may be a good predictor of academic achievem... more Whilst performance in the school-leaving examination may be a good predictor of academic achievement at medical schools, it is not necessarily a perfect one. The Health Sciences Placement Tests (HSPTs), comprising four components, were adopted by several South African universities as a tool to understand student preparedness. Of 127 first-year students at the University of the Witwatersrand in 2010, those from private schools performed significantly better academically than their public school counterparts on overall HSPT performance and in the Academic Language test, and marginally better in the Mathematics Achievement and Mathematics Comprehension tests. Students from private schools performed better at first-year level in the subjects of Psychology and Fundamentals of Medical and Clinical Sciences. The Academic Language and Mathematics Comprehension tests showed significant correlations with performance in first-year subjects, both at mid-year and year-end assessments. The study points to the importance of the HSPTs as an additional tool in predicting and understanding academic success at first-year university level.
Although English Home Language and English First Additional Language marks from the National Seni... more Although English Home Language and English First Additional Language marks from the National Senior Certificate (NSC) are used for university admission in South Africa, no studies have explored their predictive value. This paper shed light on English language marks and English language competence through a comparative analysis of NSC marks and National Benchmark Test in Academic Literacy test results for a cohort of first year education students at the University of the Witwatersrand. To provide in-depth insight, the analysis includes fine-grained analysis of specific academic language competencies. The results of the analysis in this study show that the same mark in Home Language and First Additional Language does not necessarily reflect the same level of English-language academic competence as measured by the NBT Academic Literacy test. On average, students that wrote the First Additional Language papers scored between .5 and .9 of a standard deviation below students who wrote the Home Language papers.
The National Benchmark Test in Academic Literacy (NBT AL) is designed to assess the ability of fi... more The National Benchmark Test in Academic Literacy (NBT AL) is designed to assess the ability of first-year students to cope with the typical language-of-instruction, academic reading and reasoning demands they will face on entry to higher education. Accordingly, the theoretically grounded and psychometrically-validated construct on which the test is based assesses entry level students’ capacity to, for example: (1) distinguish between superordinate and subordinate ideas; (2) differentiate between the decontextualised and contextualised meanings of academic vocabulary and discourse; (3) reason inferentially, deductively and inductively; and (4) understand and interpret text structure and argument. Drawing on quantitative data, this paper reports on the overall performance levels of a large-scale (n = 6500) national sample of test takers who took the test as applicants for the 2013 intake into higher education. Overall test-taker performance is disaggregated by performance on sub-scales of the overall construct of academic literacy. The argument is made that the NBT in Academic Literacy provides a framework for a nuanced and practicable understanding of test-takers’ academic literacy ‘proficiencies’. The conclusion to the paper evaluates the extent to which the test enables higher education lecturers’ greater engagement with students’ academic literacy shortcomings and with research-led information aimed at the improvement of teaching and learning.
Proceedings of the 11th International Conference on Networked Learning, 2018
As Higher Education undergoes a massive expansion in demand globally, and experiences financial p... more As Higher Education undergoes a massive expansion in demand globally, and experiences financial pressures exacerbated by the global financial crisis of 2008, the sector is evolving rapidly. Market pressures on the sector encourage the search for additional income and new forms of provision, and private providers are increasingly entering the sector. At the same time, the HE sector has seen the appearance of many flexible online courses and qualifications, delivered by new configurations of providers and partnerships, including by parties new to the sector, through a process of disaggregating educational provision into its component parts, or 'unbundling'. Whilst these changes may offer opportunities for increased numbers of learners to access education and thus contribute to economic prosperity, there is very little empirical research about the nature, process and impact of this unbundling and rebundling of educational provision, as it is playing out in this rapidly reconfiguring space. This paper reports data on South African Higher Education from the research project 'The Unbundled University: Researching emerging models in an unequal landscape', a project which explores the terrain in both South Africa and the UK. South Africa is deemed the most unequal country in the world and its HE system is under pressure, demonstrated in part by rising fees, student protests and calls for decolonised education, whilst online education is viewed by some, including the South African Government, as a way to increase access. Using a new dataset systematically collected from the public domain, data visualisation is employed to bring a novel perspective to the educational provision being offered using digital technology (and the private companies partnering with universities in South Africa to provide it), to uncover patterns of activity and their relationship to existing patterns of inequality in the HE sector. Using mapping, or social cartography, this paper reveals patterns and relationships which are otherwise not so obvious. Significantly, the maps reveal relationships between universities and private companies which appear to reflect existing inequalities, insofar as private companies partner almost exclusively with historically advantaged, research intensive universities, with high international ranking and reputation. This paper argues that such partnerships do not disrupt an unequal terrain, but rather reflect and possibly reinforce the power asymmetries already at play.
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Papers by Alan Cliff
of knowing’ of academics in a Design School at a South African polytechnic. The focus
of the study was on exploring the perceptions of these academics about discipline-specific
knowledge in their fields. The paper presents an analysis of the responses, derived from
semi-structured interviews, to questions concerning the origin, development, structure, and
contestation of knowledge. Responses were classified and tabulated in terms of their relation
to theories of epistemology and the findings analysed in relation to how they might be
said to be descriptive of qualitatively different views of the construction and contestation of
discipline-specific knowledge.
The analysis suggests that there are some areas of commonality, such as the agreement that
their knowledge has an eclectic base and that its structure is influenced by personal, historical,
professional and technological imperatives in the discipline. On the other hand, there
are some tensions in beliefs about the structure and contestation of knowledge. The analysis
draws out tensions between the established canon and popular culture; between individual
intuition and professional benchmarks; and between Eurocentric and Afrocentric knowledgebases.
Concluding comments suggest that these tensions have important implications for both
the content and methodology of teaching.
of knowing’ of academics in a Design School at a South African polytechnic. The focus
of the study was on exploring the perceptions of these academics about discipline-specific
knowledge in their fields. The paper presents an analysis of the responses, derived from
semi-structured interviews, to questions concerning the origin, development, structure, and
contestation of knowledge. Responses were classified and tabulated in terms of their relation
to theories of epistemology and the findings analysed in relation to how they might be
said to be descriptive of qualitatively different views of the construction and contestation of
discipline-specific knowledge.
The analysis suggests that there are some areas of commonality, such as the agreement that
their knowledge has an eclectic base and that its structure is influenced by personal, historical,
professional and technological imperatives in the discipline. On the other hand, there
are some tensions in beliefs about the structure and contestation of knowledge. The analysis
draws out tensions between the established canon and popular culture; between individual
intuition and professional benchmarks; and between Eurocentric and Afrocentric knowledgebases.
Concluding comments suggest that these tensions have important implications for both
the content and methodology of teaching.