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      The university and social responsiveness in the curriculum: a new form of scholarship?

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            Abstract

            Challenges facing the higher education sector globally include questions over what counts as knowledge and what are valid forms of both its reproduction and production. This paper addresses the question of how what counts as valid knowledge is challenged and how it changes over time. It does this via an analysis of examples of social responsiveness profiled as 'portraits of practice' in the annual social responsiveness reports produced at the University of Cape Town, South Africa, a traditionally strong research university. In this paper, we discuss and analyse key themes emerging from this work and argue that social responsiveness not only serves to enhance the core functions of teaching and research but can act to change them.

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            Author and article information

            Journal
            10430
            London Review of Education
            IOE Press
            1474-8460
            01 July 2009
            : 7
            : 2
            : 169-179
            Article
            1474-8460(20090701)7:2L.169;1- s7.phd /ioep/clre/2009/00000007/00000002/art00007
            10.1080/14748460902990351
            b21157fe-16fe-4c2e-a579-c77d64624bd1
            Product
            Categories
            Articles

            Education,Assessment, Evaluation & Research methods,Educational research & Statistics,General education
            SCHOLARSHIP,CURRICULUM,KNOWLEDGE,HIGHER EDUCATION TRANSFORMATION,SOCIAL RESPONSIVENESS,COMMUNITY,SERVICE

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