Monday, 18 August 2014

Next SOTL @ UJ session: Tsediso Makoelle

The next SOTL @ UJ seminar will be on Thursday 21 August at 1.00 pm at the Library Commons 2. 

Title: Inclusion in Higher Education: A quest for epistemic access. 


Dr Tsediso Michael Makoelle, has obtained D Ed from Unisa, South Africa and PhD in Inclusive Education from University of Manchester, UK. He has published and presented a combined total of 50 research pieces which include conference papers, journal articles, books and book chapters in Inclusive Education to both national and international audience and readership. He is currently a Senior Lecturer in Inclusive Education in the Department of Educational Psychology at University of Johannesburg. He teachers Inclusive Education to both undergraduates and postgraduates and supervises Masters and Doctoral students in the field. His research interest are philosophy of inclusion and pedagogy of inclusion informed by Critical Pedagogy, Structuration Theory and Critical Realism.


In this presentation I focus on the notion of inclusion in higher education. The concept of inclusion is deconstructed from the view of those excluded using the framework of Critical Pedagogy and Structuration Theory. The relationship between epistemology and inclusion is highlighted by drawing a comparative theoretical contrast between positivist, behaviorist and post-positivist, constructivist conceptions of knowing and how this relates to inclusion or exclusion and epistemic access within the pedagogic practice. Drawing from Bernstein knowledge discourses I demonstrate how knowledge economy is manipulated to withhold epistemic tools for access to knowledge. Furthermore I analyze from a social justice perspective the implications of such for cognitive justice and indigenous knowledge epistemologies. The presentation further disentangles through  a Critical Realist lens the notion of inclusion by unmasking the empirical conceptions and the underlying generative mechanisms. The presentation concludes by making theoretical suggestions for developing an enabling pedagogy, employing transformative epistemology and dealing with underlying relational exclusive mechanisms.

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