Alternation 26,2 (2019) Reconfiguring Foundational Pedagogies through Theoretical Frameworks

ARTICLES

• James Garraway and Vivienne Bozalek   Editorial: Reconfiguring Foundational Pedagogies through Theoretical Frameworks
  https://doi.org/10.29086/2519-5476/2019/v26n2a1
• James Garraway and Vivienne Bozalek   Theoretical Frameworks and the Extended Curriculum  Programme
  https://doi.org/10.29086/2519-5476/2019/v26n2a2
• Kathy Luckett   A Critical Self-reflection on Theorising Education Development as ‘Epistemological Access’ to ‘Powerful Knowledge’
  https://doi.org/10.29086/2519-5476/2019/v26n2a3
• Nike Romano   Just(ice) Do It! Re-membering the Past through co-Affective Aesthetic Encounters with Art/ History
  https://doi.org/10.29086/2519-5476/2019/v26n2a4
• Aditi Hunma, Moeain Arend, Gideon Nomdo, Catherine Hutchings, and Sean Samson   Revisiting Writer Identities in Discomforting Spaces: The Envisioned Self in Writing
  https://doi.org/10.29086/2519-5476/2019/v26n2a5
• Corinne Knowles   Access or Set Up? A Critical Race, Feminist, Black Consciousness, and African Feminist perspective on Foundation Studies in South Africa
  https://doi.org/10.29086/2519-5476/2019/v26n2a6
• Delphi Carstens   New Materialist Perspectives for Pedagogies in Times of Movement, Crisis and Change
  https://doi.org/10.29086/2519-5476/2019/v26n2a7
• Shannon Morreira   Disruption by Curriculum Design: Using Steve Biko’s I Write What I Like as a Tool for Participatory Parity in post-Apartheid Higher Education
  https://doi.org/10.29086/2519-5476/2019/v26n2a8
• Honjiswa Conana, Delia Marshall  and Dean Solomons Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition
  https://doi.org/10.29086/2519-5476/2019/v26n2a9
• Karen Ellery   Congruence in Knowledge and Knower Codes: The Challenge of Enabling Learner Autonomy in a Science Foundation Course
  https://doi.org/10.29086/2519-5476/2019/v26n2a10
• Billy Meyer   What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory
  https://doi.org/10.29086/2519-5476/2019/v26n2a11
• Naomi Msusa   Semantic Waves: Writer Performance Ranges on the National Benchmark Tests (NBT) Academic Literacy Test
  https://doi.org/10.29086/2519-5476/2019/v26n2a12
• Sindiso Zhou and Nhlanhla Landa   Translanguaging as Foundational Pedagogy: Disrupting Hegemonies for Academic Access in Multilingual Spaces
  https://doi.org/10.29086/2519-5476/2019/v26n2a13

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