Browsing by Author "Newmark, R."

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    Community-engaged curricula in higher education : the case of a master's programme in play therapy
    (UNISA Press, 2015) Bitzer, Eli ; Wilson, Lizane; Newmark, R.
    This article presents the results from research on community-engaged curricula using feedback from international and South African academics who teach on postgraduate programmes with a community engagement component. It also includes the findings from a sample master’s programme in Play Therapy at a South African university. The findings indicated that at least five important issues are related to community-engaged master’s programmes in Play Therapy, namely: programme relevance, integrated scholarship, community based research, reciprocal learning, and close academic staff involvement. Based on these findings a curriculum framework is suggested which caters for an integrated scholarship approach in master’s programmes in Play Therapy that closely engage with community needs. Such a framework may relate to similar or other professional master’s programme curricula.
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    (De)constructing systems discourses in South Africa's White Paper 6 : Special Needs Education
    (Faculty of the Humanities, University of the Free State, 2003) Van Rooyen, B.; Newmark, R.; Le Grange, L. L. L.
    White Paper 6, on Special Needs Education, released in July 2001, is a response from the South African government’s Ministry of Education to the inclusion movement. In this article we examine systems discourses in this policy document. We discuss their implications, as we deconstruct them for inclusion or exclusion. We do not construct conclusions, but rather (de)construct the polyphony of voices, truths and realities speaking into and out of White Paper 6. This article thus offers an alternative approach to policy analysis.
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    Postgraduate research supervision in a socially distributed knowledge system : some thoughts
    (Higher Education South Africa, 2002) Le Grange, L.; Newmark, R.
    Postgraduate supervision is a higher education practice with a long history. Through the conventional "apprenticeship" model postgraduate supervision has served as an important vehicle of intellectual inheritance between generations. However, this model of supervision has come under scrutiny as a consequence of the massification of higher education as well as shifts in the way knowledge is produced and disseminated in contemporary society. In this article we discuss different models of postgraduate supervision and suggest that a new model of supervision might be emerging as we move towards a more socially distributed knowledge system. In such a model, those involved in the supervision process would include partners other than university lecturers and student-peers.