Skip to main content
SpringerLink
Log in
Book cover

Knowledge and Change in African Universities pp 83–100Cite as

Critical Scholarship in South Africa

Considerations of Epistemology, Theory and Method

  • Chapter

Abstract

When researching Otherness against the colonial or apartheid legacy (be it with respect to women, white or black people, or rural communities, for example), the relation between the subject and the object of research develops against the background of the social relations that have been objectively structured in the past, and are currently reproduced.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Alexander, N. (1986). Approaches to the national question in South Africa. Transformation, 1(84), 63–95.

    Google Scholar 

  • Antonio, A., Astin, H., & Cress, C. (2000). Community service in higher education: A look at the nation’s faculty. Review of Higher Education, 23(4), 373–398.

    Article  Google Scholar 

  • Baldwin, R. G. (1996). Faculty career stages and implications for professional development. In D. Finnegan, D. Webster, & Z. F. Gamson (Eds.), Faculty and faculty issues in colleges and universities (pp. 551–561). Boston, MA: Pearson Custom Publishing.

    Google Scholar 

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. doi:10.1037=0033-295x.84.2.191

    Google Scholar 

  • Beck, U., Bonss, W., & Lau, C. (2003). The theory of reflexive modernisation: Problematic, hypotheses and research programme. Theory, Culture and Society, 20(2), 1–33.

    Article  Google Scholar 

  • Beder, H. (1991[1985]). Mapping the terrain. Paper presented at the Convergence XXIV, 3, ICAE, Ontario, Canada.

    Google Scholar 

  • Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. London: Taylor and Francis.

    Google Scholar 

  • Biko, S. (1979). I write what I like. London: Zed Press.

    Google Scholar 

  • Bourdieu, P. (1974). The school as a conservative force: Scholastic and cultural inequalities. In J. Eggleston (Ed.), Contemporary research in the sociology of education. London: Methuen.

    Google Scholar 

  • Bourdieu, P. (1977). Outline of a theory of practice. Cambridge, MA: Cambridge University Press.

    Book  Google Scholar 

  • Bourdieu, P. (1980). The logic of practice. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste. London: Routledge.

    Google Scholar 

  • Bourdieu, P. (1987/1994). In other words: Essays towards a reflexive sociology. Cambridge, MA: Polity Press.

    Google Scholar 

  • Bourdieu, P. (1988). Homo academicus. Cambridge, MA: Polity Press.

    Google Scholar 

  • Bourdieu, P. (1990). In other words: Essays towards a reflexive sociology. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Polity Press.

    Google Scholar 

  • Bourdieu, P. (1993). Sociology in question. London: Sage.

    Google Scholar 

  • Bourdieu, P. (1994). In other words: Essays towards a reflexive sociology. Cambridge, MA: Polity Press.

    Google Scholar 

  • Bourdieu, P. (1998). The essence of neoliberalism. What is neoliberalism? A programme for destroying collective structures which may impede the pure market logic. Le monde diplomatique. Retrieved from https://mondediplo.com/1998/12/08bourdieu

  • Bourdieu, P. (2003). Participant objectivation. Journal of the Royal Anthropological Institute, 9(2), 281–294.

    Article  Google Scholar 

  • Bourdieu, P. (2003, 1963). Colonialism and ethnography. Foreword to travail et travailleurs en Algérie. Anthropology Today, 19(2), 13–18.

    Google Scholar 

  • Bourdieu, P. (2007). Science of science and reflexivity. Cambridge, MA: Polity Press.

    Google Scholar 

  • Bourdieu, P., Camborredon, J., & Passeron, J. (1991). The craft of sociology: Epistemological preliminaries. New York, NY: Walter Gruyter.

    Book  Google Scholar 

  • Bourdieu, P., & Wacquant, L. (1992). An invitation to reflexive sociology. Cambridge, MA: Polity Press.

    Google Scholar 

  • Brubaker, R., & Cooper F. (2000). Beyond identity. Theory and Society, 29(1), 1–47.

    Article  Google Scholar 

  • Burke, P. J. (2002). Towards a collaborative methodology: An ethnography of widening educational participation. Australian Educational Researcher, 29(1), 115–136.

    Article  Google Scholar 

  • Carroll, P. (2006). Review of ‘Science of science and reflexivity’. Social Forces, 85(1), 583–585.

    Article  Google Scholar 

  • Cohen, L., Manion, L., & Morrison, K. (2001). Research methods in education. London: Routledge.

    Google Scholar 

  • Creswell, J. W. (2012). Educational research. Planning, conducting, and evaluating quantitative and qualitative research. Cape Town: Pearson.

    Google Scholar 

  • Cross, M. (1998). Changing frontiers of academic discourse: Knowledge, power and the production of history in South Africa. In J. Mouton (Ed.), Knowledge, method and public good (pp. 83–111). Pretoria: HSRC.

    Google Scholar 

  • Cross, M. (2015). Knowledge hierarchies and the politics of educational policy in South Africa. Education as Change, 19(2), 37–57. doi:10.1080/16823206.2015.1085611. Retrieved from http://dx.doi.org/10.1080/16823206.2015.1085611

    Article  Google Scholar 

  • Cross, M., & Naidoo, D. (2012). Race, diversity, pedagogy: Mediated learning experience for transforming racist habitus and predispositions. The Review of Education, Pedagogy, and Cultural Studies, 34(5), 227–244.

    Article  Google Scholar 

  • Cross, M., Carpentier C., & Ait-Mehdi, H. (2008). Unfulfilled promise: Radical discourses in South African educational historiography, 1970–2007. History of Education, 38(4), 475–503. doi:10.1080/00467600801975239. Retrieved from http://dx.doi.org/10.1080/00467600801975239

    Article  Google Scholar 

  • Eichler, M. (1988). Non-sexist research methods: A practical guide. Winchester: Unwin.

    Google Scholar 

  • Fawcett, B. (2000). Feminist perspectives on disability. London: Longman.

    Google Scholar 

  • Fawcett, B., & Hearn, J. (2004). Researching others: Epistemology, experience, standpoints and participation. International Journal of Social Research Methodology, 7(3), 201–221.

    Article  Google Scholar 

  • Figueroa, P. (2000). Researching education and racialization: Virtue or validity? In H. Simons & R. Usher (Eds.), Situated ethics in educational research (pp. 82–100). London: Routledge.

    Google Scholar 

  • Flax, J. (1992). The end of innocence. In J. Butler & J. Scott (Eds.), Feminists theorize the political. London: Routledge.

    Google Scholar 

  • Fredericks, B. (2009). The epistemology that maintains white race privilege, power and control of indigenous studies and indigenous peoples’ participation in universities. Australian Critical Race and Whiteness Studies Association (ACRAWSA) e-journal, 5(1), 1–12.

    Google Scholar 

  • Gale, T. (1997). Policy production and the Australian state: Higher education entry in Queensland, March 1987 – March 1996 (Unpublished PhD thesis). University of Queensland, Brisbane, Australia.

    Google Scholar 

  • Grenfell, M. (2008). Pierre Bourdieu: Key concepts. London: Acumen Publishing.

    Google Scholar 

  • Hammersley, M., & Atkinson, P. (1995). Ethnography: Principles in practice. London: Routledge.

    Google Scholar 

  • Harding, S. (1987). Is there a feminist method? In S. Harding (Ed.), Feminism and methodology: Social science issues. Bloomington, IN: Indiana University Press.

    Google Scholar 

  • Harding, S. (1991). Whose science? Whose knowledge? Thinking from women’s lives. Milton Keynes: Open University Press.

    Google Scholar 

  • Harding, S. (1998). Is science multicultural? Postcolonialism, feminism and epistemologies. Indianapolis, IN: Indiana University Press.

    Google Scholar 

  • Harvey, D. (1989). The condition of postmodernity: An enquiry into the origins of cultural change. Oxford: Blackwell.

    Google Scholar 

  • Hughes, K. R. (1977). Challenges from the past: Reflections on liberalism and radicalism in the writing of Southern African history. Social Dynamics, 3(1), 47.

    Article  Google Scholar 

  • Jansen, J. (2004). Race and education after ten years. Perspectives in Education, 22(4), 122.

    Google Scholar 

  • Jansen, J. (2009). Knowledge in the blood. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Jarvis, P. (1987). Meaningful and meaningless experience: Towards an analysis of learning from life. Adult Education Quarterly, 37(1), 164–172.

    Article  Google Scholar 

  • Johnstone, F. A. (1970). Class conflict and colour bars in the South African gold mining industry, 1910–1926. In Collected seminar papers (Vol. 10, pp. 112–126). London: Institute of Commonwealth Studies, University of London.

    Google Scholar 

  • Johnstone, F. A. (1970). White prosperity and White supremacy in South Africa today. African Affairs, 69(275), 125–140.

    Google Scholar 

  • Johnstone, F. A. (1976). Class, race and gold: A study of class relations and racial discrimination in South Africa. London: Routledge and Kegan Paul.

    Google Scholar 

  • Johnstone, F. A. (1982). Most painful to our hearts: South Africa through the eyes of the new school. Canadian Journal of African Studies, 16(1), 6.

    Article  Google Scholar 

  • Kallaway, P. (Ed.). (1984). Apartheid and education. Johannesburg: Ravan Press.

    Google Scholar 

  • Laclau, F., & Mouffe, C. (1985). Hegemony and socialist strategy: Towards a radical democratic politics. London: The Thetford Press.

    Google Scholar 

  • Lash, S. (2001). Non-linear individualization. In U. Beck & E. Beck-Gernsheim (Eds.), Individualisation. London: Sage.

    Google Scholar 

  • Le Cordeur, B. A. (1985). The reconstruction of South African history. Presidential address delivered to the Tenth Biennial Conference of the South African Historical Society, University of Cape Town, South Africa.

    Google Scholar 

  • Legassick, M. (1974). South African capital accumulation and violence. Economy and Society, 3(3), 253–291.

    Article  Google Scholar 

  • Lenzo, K. (1995). Validity and self-reflexivity meet post-structuralism: Scientific ethos and the transgressive self. Educational Researcher, 52(1), 17–23.

    Article  Google Scholar 

  • Livingston, S. G. (1992). Knowledge hierarchies and the politics of ideas in American international commodity policy. Journal of Public Policy, 12(3), 233−242.

    Article  Google Scholar 

  • Lorde, A. (1984). The master’s tools will never dismantle the master’s house. In A. Lorde (Ed.), Sister outsider: Essays and speeches (pp. 110–114). Berkeley, CA: Crossing Press. (2007, Print.)

    Google Scholar 

  • Maton, K. (2003). Reflexivity, relationism and research: Pierre Bourdieu and the epistemic conditions of social scientific knowledge. Space & Culture, 6(1), 52–65.

    Article  Google Scholar 

  • Maton, K. (2009). Habitus. In M. Grenfell (Ed.), P. Bourdieu: Key concepts. Durham, NC: Acumen.

    Google Scholar 

  • May, V. (2010). Lone motherhood as a category of practice. The Sociological Review, 58(3), 429–443.

    Article  Google Scholar 

  • Maynard, M. (1994). Methods, practice and epistemology: The debate about feminism and research. In M. Maynard & J. Purvis (Eds.), Researching women’s lives from a feminist perspective. London: Taylor & Francis.

    Google Scholar 

  • Morison, S. E. (1936). Harvard college in the seventeenth century. Cambridge, MA: Harvard University Press.

    Book  Google Scholar 

  • Motlhabi, M. (1984). Black resistance to apartheid: Theory and practice. Johannesburg: Skotaville.

    Google Scholar 

  • Mouton, J. (2009). Understanding social research. Van Schaik: Pretoria.

    Google Scholar 

  • Narayan, U., & Harding, S. (Eds.). (2000). Decentering the center: Philosophy for a multicultural, postcolonial, and feminist world. Bloomington, IN: Indiana University Press.

    Google Scholar 

  • Plato. (1987). The republic (D. Lee, Trans.). New York, NY: Viking Penguin Inc.

    Google Scholar 

  • Postone, M., LiPuma, E., & Calhoun, C. (1993). Introduction: Bourdieu and social theory. In C. Calhoun, E. LiPuma, & M. Postone (Eds.), Bourdieu: Critical perspectives (pp. 1–13). Cambridge, MA: Polity Press.

    Google Scholar 

  • Ranuga, T. K. (1982). Marxism and Black nationalism in South Africa (Azania): A comparative and critical analysis of the ideological conflict and consensus between Marxism and nationalism in the ANC, the PAC and the BCM, 1920–1980 (PhD thesis). Brandeis University, Waltham, MA.

    Google Scholar 

  • Robbins, D. (2009). Theory of practice. In M. Grenfell (Ed.), P Bourdieu: Key concepts. Durham, NC: Acumen.

    Google Scholar 

  • Rowe, D. (2003). Fostering community in an increasingly disintegrated world: A discussion of William Tierney’s ‘Building communities of difference’ and Robert Bellah and colleagues’ ‘The good society’. LaGrange: LaGrange College.

    Google Scholar 

  • Scott, D., & Morrison, M. (2007). Key ideas in educational research. London: Continuum.

    Google Scholar 

  • Seepe, S. (2004). Towards an African identity of higher education. Pretoria: Vista University and Skotaville Media.

    Google Scholar 

  • Smith, D. (1990). The conceptual practices of power: A feminist sociology of knowledge. Evanston, IL: Northwestern University Press.

    Google Scholar 

  • Spivak, G. (2001). Gayatri Chakravorty Spivak. In V. Leitch (Ed.), The Norton anthology of theory and criticism. New York, NY: WW. Norton.

    Google Scholar 

  • Sisulu, Z. (1986, March). People’s education for people’s power. Keynote address, NECC conference (Transformation 1), Durban.

    Google Scholar 

  • Stanley, L., & Wise, S. (1993). Breaking out again: Feminist ontology and epistemology. London: Routledge.

    Google Scholar 

  • Stone, H. (1982). The common and the diverse. Perspectives in Education, 6(1), 47–52.

    Google Scholar 

  • Tierney, W. (1993). Building communities of difference: Higher education in the twenty first century. Westport, CT: Bergin & Garvey.

    Google Scholar 

  • Torres, C. A. (2011). Public universities and the neoliberal common sense: Seven iconoclastic theses. International Studies in Sociology of Education, 21(3), 177–197. doi:110.1080/09620214.09622011.09616340

    Google Scholar 

  • Trapido, S. (1970). South Africa in a comparative study of industrialization. Journal of Development Studies, 7, 197–234.

    Google Scholar 

  • Tripp, D. (1998). Critical incidents in action inquiry. In G. Shacklock & J. Smyth (Eds.), Being reflexive in critical educational and social research (pp. 36–49). London: Falmer Press.

    Google Scholar 

  • Tuhiwai Smith, L. (2012). Decolonizing methodologies: Research and indigenous peoples. New York, NY: Zed Books.

    Google Scholar 

  • Viljoen, T. A., & Pienaar, J. J. (1971). Fundamental pedagogics. Durban: Butterworth.

    Google Scholar 

  • Wacquant, L. (1989). Symbolic power and group making: On Pierre Bourdieu’s reframing of class. Retrieved from http://loicwacquant.net/assets/Papers/SYMBPOWERGROUPMAKING-CS-revised.pdf

    Google Scholar 

  • Wacquant, L. (2007). Pierre Bourdieu. In R. Stones (Ed.), Key sociological thinkers. New York, NY: Palgrave Macmillan.

    Google Scholar 

  • Walker, R. (1983). Three good reasons for not doing case studies in curriculum research. Journal of Curriculum Studies, 15(2), 155–165.

    Article  Google Scholar 

  • Williams, F. (1996). Postmodernism, feminism and the question of difference. In N. Parton (Ed.), Social theory, social change and social work. London: Routledge.

    Google Scholar 

  • Wolpe, H. (1972). Capitalism and cheap labour-power in South Africa: From segregation to apartheid. Economy and Society, 1(4), 424–456.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Ali Mazrui Centre for Higher Education Studies, Faculty of Education, University of Johannesburg, South Africa

    Michael Cross

  2. Ali Mazrui Centre for Higher Education Studies, Faculty of Education, University of Johannesburg, South Africa

    Amasa Ndofirepi

Authors
  1. Michael Cross
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Amasa Ndofirepi
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Johannesburg, South Africa

    Michael Cross

  2. University of Johannesburg, South Africa

    Amasa Ndofirepi

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Cross, M., Ndofirepi, A. (2017). Critical Scholarship in South Africa. In: Cross, M., Ndofirepi, A. (eds) Knowledge and Change in African Universities. African Higher Education: Developments and Perspectives. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-845-7_5

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-845-7_5

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-845-7

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation