Articles > Journal articles

Academic knowledge production and scholarship: Hostage to peer review


Date posted:

2022/11/01

Publication year:

2015

Corporate author/s:

Education Policy Consortium (EPC); Nelson Mandela Institute for Rural Education and Development at the University of Fort Hare; and Department of Higher Education and Training (DHET)

Person/s author/s:

Motala, Enver

Output-type:

journal article

Format:

pdf

This article concentrates mainly on the issue of the relationship between scholarship and peer review. Examining this relationship is important because of the need for broadening the conceptualisation and scope of engaged knowledge production especially in ways that connect with the knowledges and experiences of the working class and rural communities of the university. These communities continue to be socio-culturally, economically and politically marginalised. Academic knowledge has to accept some responsibility for that reality. Elsewhere, it is argued that academic conceptions of knowledge impede attempts by communities from genuinely participating in the co-construction of scientific knowledge, consequently reducing its potential and usefulness by proscribing the boundaries of knowledge production through the conventions by which academic knowledge is validated in ways that exclude the possibilities for wider 'community' engagement.

There are no related research posts.

There is no related news.

There are no related events.

Establishing a foundation for labour market information systems in South Africa >

The purpose of this paper is to provide an overview of the key issues and problems in establishing a labour market information system in an emerging economy. The paper is structured as follows: section one considers some of the key high-level foundat...

Chasing credentials and mobility: Private higher education in South Africa >

This books brings a different set of lenses to bear on what has become the subject of intense contestation, of 'media hype', in South Africa: the private provision of higher education. This books seeks to provide a way to move beyond any polarisation...

Developing a framework for understanding SETA performance: Monitoring and Evaluating their role in skills planning, steering and enabling supply within their sector >

The paper begins by exploring the central issue highlighted in a number of research reports on the SETAs: the absence of a shared understanding of their role. The paper argues that multiple objectives have an adverse effect on the performance of the...

What Can TVET providers and employers do to enhance students' employability? >

This anecdote illustrates the indispensability of workplace learning to occupational competence and job-readiness. Labour-market experts commonly identify four pre-requisites for getting a job in the modern industrial workplace: technical occupationa...

New TVET artisan bridging and qualifications >

This presentation highlights the new TVET artisan bridging and qualifications, including 7-System, alignment of the gamut for artisans, GTTP: workflow, knowledge modules, practical skill modules, worker experience modules, a Legend for Artisan Trade...

A catchment study around the location of TVET colleges (South West Gauteng TVET College) >

The University of Western Cape requested a study on the Geographic Profiling of TVET colleges across South Africa. The purpose of this study was to profile each college to identify business and commercial activities within a nearby vicinity. As part...

Volume 1: An analysis of international practices on funding for post-school education and training >

This international review provides a snapshot of the different institutional and funding mechanisms in place to support the post-school education and training (PSET) system across a wide range of developed and developing countries. It also raises par...

Planning with purpose: The use of labour market intelligence for skills planning in South Africa >

This report is the final product of a 17 month-long Skills Planning Dialogue, funded by the EU-South Africa Dialogue Facility, with the aim of supporting the establishment by the Department of Higher Education and Training of a 'credible institutiona...