Power Knowledge Contestations at a Transforming Free State Higher Education Institution: Learning Guide as a Metaphor
The purpose of this paper is to examine the connection between power relations and knowledge or truth. Foucault developed the idea of a ‘regime’ of truth. For Foucault, truth/knowledge is linked in a circular relation with systems of power which both produce and sustain it, and also to the effects of power which it induces and which extend it. The status of truth plays an economic political role. Power is produced in (and produces) social relations, and so is closely linked with systems of knowledge or truth; or in other words, with discursive practices. This complex and inevitable drama plays itself out in South African higher education institutions under the context of transformation today. The Author abuses the learning guide as a stage on which the power knowledge relations drama unfolds at two merged historically different institutions of higher learning. Critical emancipatory theory lends itself well to allow a focused gaze on the unfolding engagements between the dominant and privileged group against the dominated, excluded, disadvantaged and marginalized group. The unveiling discourses are given meaning through Textually Oriented Discourse Analysis (TODA).
Anyon, Y. (1979). Ideology and United States history textbooks. Harvard Education Review, 499(5), 361-668.
Apple, M. W. (1985). Ideology and Curriculum (2nd ed). New York: Routledge.
Churchill, W. (2003). Perversions of justice: Indigenous peoples and Anglo-American law. San Francisco: City Lights Books.
DoE (1997). A programme for higher education transformation, department of education: Education white paper NO.3, Government Gazette, 386(18207).
Evans, L. (1990). Critical social research. London: Unwin Hyman.
Fairclough, N. (1993). Discourse and social change. United Kingdom: Polity Press.
Fox, D., & Prilleltensky, I. (Eds.). (1997). Critical psychology: An introduction. London: Sage.
Fritzman, B. D. (1995). What’s behind the research? Discovering hidden assumptions in the behavioural sciences. Thousand Oaks, SA: Sage.
Geertz, E. G. (1998, February). Competing paradigms in research. In M. Hardin, D. Laidlaw, & M. Hesketh (2004, ed.), Accreditation of prior learning. Paper presented to a workshop on distance an open learning at Technikon Southern Africa.
Held, D. (1980). Introduction to critical theory: Horkheimer & Henchliffe. Berkeley and Los Angeles: University of California Press.
Hoggart, R. T. (2004). Minority education: From to struggle. Bristol: WBC Print.
Klein, E. C. (1985). “The Winds Eyes.” In S. Harding & M. Hintikka (Eds.), Discover Reality (pp.187-207). Boston: D Reidel Publishing.
Mahlomaholo, M. G. (1998). Signification of African Cultural Identity, Individual African Identity and Performance in Mathematics among some Standard 9 Pupils in Manguang High Schools. (Unpublished doctoral dissertation). University of Western Cape.
Mahlomaholo, M. G., & Nkoane, M. (2004). Traditional approaches to learning an instruction. In J. Elen (Ed.), Learning history: Language, instructional and assessment issues (pp.7-13). Leuven: University of Leuven.
Mangan, J. A. (1993). Images for confident control: Stereotypes in imperial discourses. In J. A. Mangan (ed.), The imperial curriculum; racial images and education in the British colonial experiences (pp.6-22). New York: Routledge.
Martin-Baro, I. (1994). Writings for a liberation psychology. Harvard: Harvard University Press.
Meulenberg-Buskins, I. (1993). Free attitude interview technique. Unpublished Notes.
Nixon, W. L. (1998). Social methods of research Methods. Torronto.
Nkonyane, V. A. (2008). Free State higher education discourses: Analysing the positioning of learning guides (Unpublished Thesis). Central University of Technology. Bloemfontein South Africa.
Popkewitz, F. (1997). Strategic questioning. London: Allyn and Bacon.
Reason, P. (1996). Reflections on the purposes of human enquiry. Qualitative Enquiry. 2, 15-18.
Sematle, Z. (2003). Gender differences in black learner’s attitude towards mathematics in selected phuthatditjhaba secondary schools (Unpublished Dissertation).
Singh, G. (2006). Retrieved from http:// www.practicelearning.org.uk
Sleeter, C., & Grant, C. (1991). An analysis of multicultural education in the USA. Harvard Educational Review, 57(4), 421- 444.
Smaling, A. (1995). Open-heartedness and the diabolical openness: The dialectical of openness and closures. In I. Masso, R. A. Atkinson, S. Delamont, & J. C. Verhoeven (Eds.) (1995), Openness in research. The Netherlands, van Goramm Assen.
Tyson, C. A. (1997). A response to coloring epistemologies: Are our epistemologies racially biased? Columbus: Ohio State University.
- There are currently no refbacks.
How to do online submission to another Journal?
If you have already registered in Journal A, then how can you submit another article to Journal B? It takes two steps to make it happen:
1. Register yourself in Journal B as an Author
Find the journal you want to submit to in CATEGORIES, click on “VIEW JOURNAL”, “Online Submissions”, “GO TO LOGIN” and “Edit My Profile”. Check “Author” on the “Edit Profile” page, then “Save”.
Go to “User Home”, and click on “Author” under the name of Journal B. You may start a New Submission by clicking on “CLICK HERE”.
We only use three mailboxes as follows to deal with issues about paper acceptance, payment and submission of electronic versions of our journals to databases:
email@example.com; firstname.lastname@example.org; email@example.com
Copyright © 2010 Canadian Research & Development Center of Sciences and Cultures
Address: 730, 77e AV, Laval, Quebec, H7V 4A8, Canada
Telephone: 1-514-558 6138