Critical Conversations on Knowledge, Curriculum and Epistemic Justice

This edited collection celebrates the legacy of Suellen Shay and draws on the social realist tradition in the sociology of education to discuss how curricula are or should be structured, in order to make key forms of knowledge accessible to students. It was originally published as a special issue of Teaching in Higher Education.

Auteur

Margaret Blackie is Associate Professor at the Centre for Higher Education Research, Teaching and Learning at Rhodes University in South Africa. She holds a PhD in chemistry from the University of Cape Town and a PhD in education from Stellenbosch University. Having spent most of her career working in a chemistry department and balancing medicinal chemistry research and STEM education research she now works in higher education studies. Her current research interests are on the knowledge structures in tertiary STEM education and the development of appropriate assessment practices. She has written on decoloniality in STEM education. Her work primarily draws on critical realism, social realism and Legitimation Code Theory.

Kathy Luckett is Emeritus Professor in the Centre for Higher Education Development, University of Cape Town and Honorary Professor in the Centre for Higher Education Research, Teaching & Learning, Rhodes University. Currently she teaches and supervises on CHERTL's Higher Education Studies programme and serves as Executive Editor for the 'Teaching in Higher Education' journal. She worked recently as Researcher for Policy Development in the Institutional Planning Department, UCT and Director of the Humanities Education Development Programme, UCT. Her research interests are sociology of knowledge and curriculum studies with a focus on the Humanities, Africana, decolonial and postcolonial studies; higher education.