A comment on critiques of the article age- and education-related effects on cognitive functioning in Colored South African women

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dc.contributor.authorLe Grange, Lesleyen_ZA
dc.date.accessioned2019-10-15T09:52:45Z
dc.date.available2019-10-15T09:52:45Z
dc.date.issued2019
dc.descriptionCITATION: Le Grange, L. 2018. A comment on critiques of the article Age- and education-related effects on cognitive functioning in Colored South African women. South African Journal of Higher Education, 33(4):9-19, doi:10.20853/33-4-3715.en_ZA
dc.descriptionThe original publication is available at https://www.journals.ac.za/index.php/sajheen_ZA
dc.description.abstractA recently published article on the cognitive functioning of coloured women, authored by five Stellenbosch University academics received much criticism from those in the academy and those outside. The public outcry focused mainly on racial essentialism evident in the article. But, there were also other criticisms, which focused on the scientific merit of the article, the peer-review process and ethical regulation at Stellenbosch University. In this article, I revisit some of the criticisms levelled against the research reported in the article, which was published in the journal Aging, Neuropsychology and Cognition, and argue that criticisms raised in the wake of the publication should be contextualised within broader debates. I aver that our response to racism in science should not concern merely exorcising racism from science content but that modern western science needs to be decolonised. Furthermore, an analysis of peer-review and ethical regulation in the Nieuwoudt et al. (2019) case should not focus simply on whether reviewers did their work or not, but that the dominant systems of peer-review and ethics creep in the neoliberal university should come under scrutiny.en_ZA
dc.description.urihttps://www.journals.ac.za/index.php/sajhe/article/view/3715
dc.description.versionPublisher's versionen_ZA
dc.format.extent11 pagesen_ZA
dc.identifier.citationLe Grange, L. 2018. A comment on critiques of the article Age- and education-related effects on cognitive functioning in Colored South African women. South African Journal of Higher Education, 33(4):9-19, doi:10.20853/33-4-3715en_ZA
dc.identifier.issn1753-5913 (online)
dc.identifier.otherdoi:10.20853/33-4-3715
dc.identifier.urihttp://hdl.handle.net/10019.1/106645
dc.language.isoen_ZAen_ZA
dc.publisherHESAen_ZA
dc.rights.holderAuthor retains copyrighten_ZA
dc.subjectSports sciences -- Researchen_ZA
dc.subjectEducation, Higher -- Research -- South Africaen_ZA
dc.subjectRacially mixed people -- Researchen_ZA
dc.subjectSports science -- Research critiqueen_ZA
dc.subjectResearch -- Moral and ethical aspectsen_ZA
dc.titleA comment on critiques of the article age- and education-related effects on cognitive functioning in Colored South African womenen_ZA
dc.typeArticleen_ZA
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