We have drawn our texts from the following bodies of literature:

   Social realism and critical realism

Akram, S. 2912. Fully Unconscious and Prone to Habit: The Characteristics of Agency in the Structure and Agency Dialectic. Journal for the Theory of Social Behaviour.
Archer, M. 1995. Realist social theory: The morphogenetic approach. Cambridge: Cambridge University Press.
Archer, M. 1996. Culture and agency: The place of culture in social theory. Revised edition. Cambridge: Cambridge University Press.
Archer, M. 2000. Being human: The problem of agency. Cambridge: Cambridge University Press.
Archer, M. 2007. Making our way through the world: Human reflexivity and social mobility. Cambridge: Cambridge University Press.
Bhaskar, R. 1998. Dialectical critical realism and ethics. In M. Archer, R. Bhaskar, A. Collier, T. Lawson and A. Norrie, Critical realism: Essential readings. London: Routledge.
Elder-Vass, D. 2010. The causal power of social structures: Emergence, structure and agency. Cambridge: Cambridge University Press.
Mutch, A. 2004. Margaret Archer and the Structural Shaping of Thought, Journal for the Theory of Social Behaviour, 34 (4) 429 – 445.
Outhwaite, W. 1998. Realism and social science. In M. Archer, R. Bhaskar, A. Collier, T. Lawson and A. Norrie, Critical realism: Essential readings. London: Routledge.
Porpora, D. 1998. Four concepts of social structure. In: Archer, M., Bhaskar, R., Collier, A., Lawson, T. and Norrie, A. (eds) Critical Realism: Essential Readings. London: Routledge. 339-354.

Critical realism and education 

Ashwin, P. 2009. Analysing teaching-learning interactions in higher education: Accounting for structure and agency. London: Continuum.
Ashwin, P. 2008. Accounting for structure and agency in ‘close-up’ research on teaching, learning and assessment in higher education, International Journal of Educational Research 47, 151–158.

South Africa and higher education (including on professional development)

Badat, S. (2010) ‘The challenges of transformation in higher education and training institutions in South Africa’,
Boughey, C. 2010. A meta analysis of teaching and learning at four South African universities of technology. CHE: Pretoria.
Boughey, C. 2009. A meta analysis of teaching and learning at five research intensive South African universities. CHE: Pretoria.
Bozalek, V. and Boughey, C. 2012. (Mis)framing higher education in South Africa. Social Policy and Administration 46 (6) 688–703.
Case, J. 2013. Researching student learning in higher education: A social realist approach. London: Routledge.
Cilliers, F. and Herman, N. 2010. Impact of an educational development programme on teaching practice of academics at a research-intensive university, International Journal for Academic  Development, 15 (3) 253 — 267.
Featherman, D., Hall, M. and Krislov, M. 2010. The next 25 years: Affirmative action in higher education in the United States and South Africa. Scottsville: University of Michigan and UKZN Press.
Leibowitz, B.,  van Schalkwyk, S., Ruiters, J., Farmer, J. and Adendorff, H. 2011. ‘‘It’s been a wonderful life’’: Accounts of the interplay between structure and agency by ‘‘good’’ university teachers, Higher Education, DOI 10.1007/s10734-011-9445-8.
Leibowitz, B. and Bozalek, V. (submitted for review for special edition of Widening Participation) Access to higher education in South Africa: A social realist account.
Luckett, C. 2012. Working with “necessary contradictions”: A social realist meta-analysis of an academic development programme review. Higher Education Research and Development, 31, 331 – 352.
Luckett, C. and Luckett, T. 2009. The development of agency in first generation learners in higher education: A social realist analysis. Teaching in Higher Education, 14 (5) 469–481.
Mathieson, S. 2012. Disciplinary cultures of teaching and learning as socially situated practice: rethinking the space between social constructivism and epistemological essentialism from the South African Experience. Higher Education, 63, 549-564.
Quinn, L. (2012). Enabling and constraining conditions for academic staff development. In L. Quinn (Ed.) Re-imagining academic staff development: Spaces for disruption. Stellenbosch: Sun Press. Pp. 27 – 50.
Scott, 20 I., Yeld, N. and Hendry, J. 2007. A case for improving teaching and learning in South African higher education. Higher Education Monitor No. 6. Pretoria: Council on Higher Education.

Professional development and higher education (many, but not all using a critical realist approach) 

Bamber, V., Trowler, P., Saunders, M., and Knight, P. 2009. Introduction: Continuities, enhancement and higher education. In V. Bamber, P. Trowler, and M. Saunders M. Enhancing Learning, teaching, assessment and curriculum in higher education (pp. 1-6). Maidenhead: Open University Press and McGraw Hill.
Bexley, E., James, R., and Arkoudis, S. 2011. The Australian academic profession in transition. Centre for the Study of Higher Education, The University of Melbourne.
Boud, D. and Brew, A. 2013. Reconceptualising academic work as professional practice: implications for academic development, International Journal for Academic Development, 18 (3) 208-220.
Boud, D. and Hager, P. 2012. Re-thinking continuing professional development through changing metaphors and location in professional practices. Studies in Continuing Education, 34 (1) 17-30.
Comber, D. and Walsh, D. 2008. Enhancing educational development for new academic staff through the inclusion and comparison of disciplinary pedagogies. Scottish Higher Education Enhancement Research Report [available at:].
Crawford, K. 2010. Influences on academics approaches to development: Voices from below. International Journal of Academic Development, 15 (3) 189–202.
Fenwick, T. and Edwards, R.  Performative ontologies: Sociomaterial approaches to researching adult education and lifelong learning. 2013. European Journal for Research on the Education and Learning of Adults, 4 (1) 49-63.
Fenwick, T. 2010. Re-thinking the ‘thing’: Sociomaterial approaches to understanding and researching learning in work. Journal of Workplace Learning, 22 (1/2) 104-116.
Fenwick, T., Nerland, M. and Jensen, K. 2012. Sociomaterial approaches to conceptualizing professional learning and practice. Journal of Education and Work, 25 (1) 1-13.
Gibbs, G. and Coffey, M. 2004. The impact of training on university teachers on their teaching skills, their approach to teaching and the approach to learning of their students, Active Learning in Higher Education, 5: 87-100.
Kahn, P. (2009). Contexts for teaching and the exercise of agency in early-career academics: Perspective from realist social theory. International Journal of Academic Development, 14 (3) 197–207.
Kahn, P., Qualter, A. and Young, R. 2012 Structure and agency in learning: A critical realist theory of the development of capacity to reflect on academic practice, Higher Education Research and Development, 31:6, 859-871.
Knight, P., Tait, J. and Yorke, M. 2006. The professional learning of teachers in higher education. Studies in Higher Education, 31(3) 319-339.
Postareff, L., Lindblom-Ylanne, S. and Nevgi, A. (2008) A  follow up study of the effect of pedagogical training on teaching in higher  education. Teaching and Teacher Education, 23, 557-571.
Prosser, M., Rickinson, M., Bence, V., Hanbury, A. and Kulej, M. 2006. Formative evaluation of accredited programmes. The Higher Education Academy Report.
Roxa, T., and Martensson, K. 2009. Teaching and Learning Regimes from Within: significant networks as a locus for the social construction of teaching and learning. In C.Kreber (Ed.), The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries (p. 209-218). NY & UK: Routledge.
Roxa, T., Martensson, K. and Alvetag, M. 2011. Understanding and influencing teaching and learning cultures at university: a network approach. Higher Education, 62, 99-111.
Trowler, P. (2008). Cultures and change in higher education: theories and practices. England & NY: Palgrave Macmillan.

 Collaborative educational research 

Brew, A., Boud, D., Lucas, L. and Crawford, K.2013. Reflexive deliberation in international research collaboration: Minimising risk and maximizing opportunity. Higher Education 66:93–104 DOI 10.1007/s10734-012-9592-6
Leibowitz, B., Ndebele, C. and Winberg, C. 2013 ‘It's an amazing learning curve to be part of the project’: exploring academic identity in collaborative research, Studies in Higher Education, DOI:10.1080/03075079.2013.801424.
McGinn, M., C. Shields, M. Manley-Casimir, A. Grundy, N. Fenton, and N. 2005. Living ethics: A narrative of collaboration and belonging in a research team. Reflective Practice 6 (4) 55167.
Ritchie, S., and D. Rigano. 2007. Solidarity through collaborative research. International Journal of Qualitative Studies in Education 20 (2) 12950.
Sullivan, P., Stoddard, H. and Kalishman, S. 2010. Collaborative research in medical education: a discussion of theory and practice. Medical Education 44: 1175–1184.
Tynan, B., and D. Garbett. 2007. Negotiating the university research culture: Collaborative voices of new academics. Higher Education Research and Development 26 (4) 41124.

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