Self-Knowledge Creation Through Collective Poetic Inquiry: Cultivating Productive Resistance as University Academics

2017 ◽  
Vol 17 (3) ◽  
pp. 262-265 ◽  
Author(s):  
Daisy Pillay ◽  
Kathleen Pithouse-Morgan ◽  
Inbanathan Naicker
Keyword(s):  
Graduate Students ◽  
South African ◽  
Knowledge Creation ◽  
Lived Experiences ◽  
Turning Point ◽  
Poetic Inquiry ◽  
Collaborative Creativity ◽  
Self Knowledge ◽  
Found Poetry ◽  
Research Analysis

We explore how using the literary arts-based methodology of collective poetic inquiry deepened our own self-knowledge as South African academics who choose to resist a neoliberal corporate model of higher education. Increasingly, poetry is recognized as a means of representing the distinctiveness, complexity and plurality of the voices of research participants and researchers. Also, poetry is understood as a mode of research analysis that can intensify creativity and reflexivity. Using found poetry in the pantoum and tanka formats, we provide an example of a poetic inquiry process in which we started off by exploring other university academics’ lived experiences of working with graduate students and came to a turning point of reflexivity and self-realization. The escape highlights our evolving understanding that collaborative creativity and experimentation in research can be acts of self-knowledge creation for nurturing productive resistance as university academics.

What Access? Lived Experiences of International Post-graduate Students from Africa Studying in a South African University

2013 ◽  
Vol 37 (2) ◽  
pp. 167-177
Author(s):  
Vitallis Chikoko ◽  
Daisy Pillay ◽  
Kathleen J Pithouse-Morgan ◽  
Pholoho Morojele ◽  
Inbanathan Naicker
Keyword(s):  
Graduate Students ◽  
South African ◽  
Lived Experiences ◽  
Post Graduate

Can Concrete Poems Fly? Setting Data Free in a Performance of Visual Enactment

2019 ◽  
Vol 27 (1) ◽  
pp. 129-135
Author(s):  
Adrian Schoone
Keyword(s):  
New Zealand ◽  
Alternative Education ◽  
Lived Experiences ◽  
Three Dimensions ◽  
Concrete Poetry ◽  
Poetic Inquiry ◽  
Found Poetry ◽  
A Performance

In researching the tutors working in alternative education centers in New Zealand, I sought ways to bring voice to their lived experiences through, initially, creating found poetry from interview transcripts. The poems helped bring their vital voices to the page. Even so, I found the emotion of tutors’ lived experiences buckled under the pressure of their compression into lines of poetry. Thus, I set the found words free to form nonlinear configurations in two and three dimensions. In the tradition of concrete poetry noted by Khlebnikov, I “loosed the shackles of syntax . . . to attach meaning to words according to their graphic and phonic characteristics.” In this article, I present concrete poetry deriving from my poetic inquiry and reflect on the value concrete poetry provides arts-based researchers.

Comments on Greenhow, Robelia, and Hughes: Toward a Creative Social Web for Learners and Teachers

2009 ◽  
Vol 38 (4) ◽  
pp. 274-279 ◽  
Author(s):  
Jianwei Zhang
Keyword(s):  
Web 2.0 ◽  
Teacher Learning ◽  
Knowledge Creation ◽  
Social Web ◽  
Community Knowledge ◽  
Design Based Research ◽  
Innovation Research ◽  
Collaborative Creativity ◽  
Research Questions ◽  
The Web

This article commenting on Greenhow, Robelia, and Hughes (2009) examines the potential strengths and weaknesses of Web 2.0 in supporting student collaborative creativity in light of sociocultural conditions of knowledge creation. Weaknesses and challenges are identified related to the embedded and dispersed representation of community knowledge, weak commitment and support to sustained progress, judging of contributions on the basis of popularity instead of advancement, and the conflict between the chaotic emergent Web and rigidly organized schooling. Discussion is extended to the use of the Web for supporting teacher learning and innovation. Research questions are identified calling for design-based research to advance both pedagogy and technology design.

scholarly journals Die loopbaanpatrone van Suid-Afrikaanse bestuurders

1998 ◽  
Vol 24 (1) ◽  
Author(s):  
A. M. G. Schreuder
Keyword(s):  
South African ◽  
Career Paths ◽  
Upward Mobility ◽  
Important Prerequisite ◽  
Self Knowledge ◽  
Career Preferences ◽  
Career Motives

Career paths of South African Managers. The changing nature of work results in upward mobility within organisations becoming increasingly limited. This requires individuals to rethink their careers. An important prerequisite for this is adequate self-knowledge. Preferred career paths are often related to the "career culture" of an organisation, which is often not aligned with individual motives and needs. The aim of this study was to determine the match between career preferences and career motives. The results on the whole indicate a poor match between these constructs. Recommendations are made on the basis of these findings. Opsomming Die veranderende aard van werk veroorsaak dat opwaartse mobiliteit in organisasies meer beperk raak. Dit verg dat individue opnuut oor hulle loopbane sal moet besin. 'n Belangrike voorvereiste hiervoor is voldoende selfkennis. Die loopbaanpad wat individue verkies hou dikwels verband met die loopbaankultuur van 'n organisasie en is nie altyd in ooreenstemming met hulle eie motiewe en behoeftes nie. Die doel van hierdie studie was om te bepaal in waiter mate daar 'n passing is tussen die respondente se loopbaanvoorkeure en hulle loopbaanmotiewe. Die resultate dui oor die algemeen op 'n swak passing. Aanbevelings word op grond van die bevindinge gemaak.

scholarly journals WERE THERE POLITICAL ALTERNATIVES IN THE WAKE OF THE SHARPEVILLE-LANGA VIOLENCE IN SOUTH AFRICA, 1960?

2015 ◽  
Vol 56 (1) ◽  
pp. 119-142 ◽  
Author(s):  
SAUL DUBOW
Keyword(s):  
South Africa ◽  
Civil Rights ◽  
South African ◽  
Turning Point ◽  
African History ◽  
The South ◽  
Political Dynamics ◽  
Black Resistance ◽  
Liberation Movements ◽  
New Research

AbstractIn many accounts, the Sharpeville emergency of 1960 was a key ‘turning point’ for modern South African history. It persuaded the liberation movements that there was no point in civil rights-style activism and served as the catalyst for the formation of the African National Congress's armed wing, Umkhonto we Sizwe. From the South African government's perspective, the events at Sharpeville made it imperative to crush black resistance so that whites could defend themselves against communist-inspired revolutionary agitation. African and Afrikaner nationalist accounts are thus mutually invested in the idea that, after Sharpeville, there was no alternative. This article challenges such assumptions. By bringing together new research on African and Afrikaner nationalism during this period, and placing them in the same frame of analysis, it draws attention to important political dynamics and possibilities that have for too long been overlooked.

Caring from the Graduate Student Perspective

1997 ◽  
Vol 1 (3) ◽  
pp. 32-42 ◽  
Author(s):  
Elizabeth Arnold
Keyword(s):  
Nursing Students ◽  
Graduate Students ◽  
Turning Point ◽  
Theory Development ◽  
Student Perspective ◽  
Active Listening ◽  
Nursing Theory ◽  
Thinking Processes ◽  
Graduate Nursing ◽  
Underlying Dimension

This paper focuses on the nature of caring from the perspective of graduate nursing students enrolled in a graduate core nursing theory course. It describes student perspectives of caring derived from a two part learning exercise designed to introduce students to inductive thinking processes employed in nursing theory development. The graduate students identified the essence of caring as a special form of ‘being with’ a patient encompassing giving of self, involved presence, intuitive knowing, and support for the integrity of the patient. Nursing actions associated with caring include making time, active listening, touch, and advocacy with competence as an underlying dimension of caring actions. Attitudes deemed essential to the development of caring incorporate creativity, recognizing limitations, and respect for the uniqueness and humanity of a suffering individual. That caring has benefits for the caregiver as well as the patient finds voice in student descriptions of the effects of caring as a source of professional validation, and a transformational turning-point their perceptions of themselves as caregivers.

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