Pre-Conference Workshops

Pre-Conference Workshops are scheduled for 5 December 2107.

To attend a pre-conference workshop, you should arrive in Grahamstown on 4 December or before 9 am on 5 December. Book your preferred pre-conference workshop in advance, as numbers will be limited as indicated in the workshop descriptions. A small additional fee is required to cover your meals. Places are allocated on a first paid, first secured basis. Please note that Pre-Conference Site Visits will run concurrently with the pre-conference workshops. You can therefore choose either a workshop or an excursion for 5 December, but not both.

Finally, please note that there are also seminars, panel discussions and roundtables during the conference programme (6-8 December). These are not to be confused with the pre-conference workshops, and you do not need to book or pay extra for these.

Pre-Conference Workshops:

  1. Tracer Studies: Methodologies and Reflections, Wildschut et al.
  2. Activity-Theoretical Analyses of Change Laboratory Interventions, Engestrom and Sannino 
  3. Vocational Pedagogy, Wedekind and Papier 

 

Tracer Studies: Methodologies and Reflections

Convenors: Dr Angelique Wildschut (lead facilitator), Dr Michael Rogan and Dr Hersheela Narsee

Human Sciences Research Council; Neil Aggett Labour Studies Unit, Rhodes University; Department of Higher Education and Training, South Africa

OBJECTIVES

This workshop will explore tracer studies as a research methodology and the associated design and conceptual challenges, and reflect on their limitations but also the insights and analyses these studies allow. Dr Narsee will share the Department of Higher Education and Training (DHET) view and the experience as they move towards institutionalising tracer studies across post-school education and training system.

PARTICIPANTS

Students and other delegates who are interested in conducting tracer studies, or using tracer studies for their work, would find the workshop useful. Delegates who have conducted tracer studies and have experiences to share, are also most welcome to join.  Up to 40 participants can be accommodated. 

FORMAT

This is a three-hour workshop focusing on the key conceptual and methodological considerations associated with tracer studies. It includes short inputs on the use of tracer studies as a methodology, with examples from across the post-school education and training system, from school to higher education; work-based learning to the labour market; in higher education, vocational training and in adult education. Participants will be able to ask questions and make inputs throughout the workshop. Discussions will be geared particularly towards questions around design, methodology and concepts related to the use of tracer studies.


 

Activity-Theoretical Analyses of Change Laboratory Interventions

Conveners: Prof Yrjö Engeström and Associate Professor Annalisa Sannino

CRADLE, Faculty of Education Sciences, University of Helsinki, Finland

OBJECTIVES

The workshop aims at acquiring knowledge and competences for analyzing data from Change Laboratory interventions with the help of conceptual tools stemming from cultural-historical activity theory and the theory of expansive learning. The Change Laboratory is a formative intervention method based on collaboration between researchers and practitioners in communities, workplaces and educational settings. Different from most methods of intervention, the Change Laboratory focuses on supporting reconceptualization of activities for systemic transformations.

PARTICIPANTS

Participants who are interested in conducting Change Laboratory interventions are welcome. Participants who have already conducted Change Laboratories will learn ways to analyze data from their interventions. Maximum 25 participants are accepted, on first-come first-served basis. 

TOPICS AND WAY OF WORKING

This is a three-hour workshop that combines short lectures, collective analysis of selected data samples and discussions. The workshop focuses on three themes: What is the activity I am analyzing? What are the contradictions of the activity? What expansive learning can I identify in the activity?  

HANDS-ON WORK ON DATA FROM PARTICIPANTS

Participants who have already data from Change Laboratories are asked to send by 30 October to the workshop conveners (This email address is being protected from spambots. You need JavaScript enabled to view it. and This email address is being protected from spambots. You need JavaScript enabled to view it.) a maximum two-page selection from transcribed Change Laboratory sessions or related interviews, with a brief description of the context of the intervention. For the selection of the transcribed data excerpts, we recommend to focus on examples of 1) moments of acute tension and 2) moments of collective design and innovation. The conveners will select the most appropriate examples for collective analysis in the workshop. Participants will sign a confidentiality agreement before accessing the data.

It is recommended that prior to the workshop the participants read the following article:

Sannino, A. & Engeström, Y. 2017. Co-generation of societally impactful knowledge in Change Laboratories. Management Learning, 48(1), 80-96.

 


 

Vocational Pedagogy

Conveners: Prof Volker Wedekind and Prof Joy Papier

University of Nottingham, UK and University of the Western Cape, South Africa

OBJECTIVES

Vocational teachers have to be Janus faced, in that they have to face both the disciplinary knowledge base on which skilled work relies and face the world of work, which requires them to be embedded in the work processes and identity of the workers, often with highly context specific or situated knowledge. This tension sits at the heart of the work of a vocational teacher, who needs to be able to induct students into work specific knowledge and practices, and give them epistemic access to the disciplinary knowledge that underpins the work. This workshop aims to explore the concept of vocational pedagogy, whether it is distinct from general pedagogy, and the implications for vocational teaching and the preparation of teachers. We will be building on the work of researchers and teachers in this field.

PARTICIPANTS

Participants who are interested in thinking about this issue and exploring the practical implications for teaching and learning in vocational settings, and particularly those people involved in the preparation, education and training of vocational teachers, are welcome. They must be willing to contribute examples of vocational teaching to work with in the workshop.  Maximum 25 participants are accepted, on first-come first-served basis. 

TOPICS AND WAY OF WORKING

This is a three-hour workshop that combines short inputs, collective analysis of classroom and workshop examples and discussions. The workshop addresses three broad questions: What is vocational pedagogy and how is it different/distinct from other pedagogies? What does (good) vocational pedagogy look like in practice? How does one equip vocational teachers to think about their pedagogy in new ways?  

HANDS-ON WORK ON DATA FROM PARTICIPANTS

Participants who have examples of vocational teaching in practice (either thick description or video recordings) and examples of courses that prepare vocational teachers, are asked to send these examples to the workshop conveners by 30 October (This email address is being protected from spambots. You need JavaScript enabled to view it. and This email address is being protected from spambots. You need JavaScript enabled to view it.). The conveners will select examples for collective analysis in the workshop. Workshop participants will sign a confidentiality agreement before accessing the data.

It is recommended that prior to the workshop the participants read the following article and report:

Barnett, M. 2006. Vocational Knowledge and Vocational Pedagogy. In Knowledge, Curriculum and Qualifications for South African Further Education, edited by Young, M. and Gamble, J., pp.143–57. HSRC Press, Cape Town.

Lucas, B., Spencer, E. and Claxton, G. 2012. How to Teach Vocational Education: A Theory of Vocational Pedagogy. Centre for Real-World Learning, Winchester.