Lecturers from the Faculty of Science are involved in two new books on the use of Legitimation Code Theory (LCT) to improve teaching and learning in tertiary courses in the natural sciences.
The books, Enhancing Science Education: Exploring knowledge practices with Legitimation Code Theory and Decolonising knowledge and knowers: struggles for university transformation in South Africa were launched during the international LCT3.5 virtual conference that took place from 18 to 21 January 2022. Both books form part of Routledge's series on the use of Legitimation Code Theory to enhance teaching and learning in higher education.
Legitimation Code Theory (LCT) is a sophisticated framework, comprising several distinct tools, which enables STEM educators to shape their teaching practice within the context of social justice and knowledge-building. The virtual conference was attended by scholars and educators from 40 different countries.
The book Enhancing Science Education was edited by Dr Margaret Blackie, lecturer in the Department of Chemistry and Polymer Science, dr Hanelie Adendorff, senior adviser at the Centre for Teaching and Learning, and dr Marnel Mouton, lecturer in biology in the Department of Botany and Zoology.
Other contributing authors are dr Christine Steenkamp, lecturer in the Department of Physics, dr Ilse Rootman-le Grange, blended learning coordinator for the Faculty of Science, the late dr Bernhardine Uys, a research associate in the Department of Botany and Zoology, and Prof Faadiel Essop, director of the Centre for Cardio-metabolic Research in Africa in the Faculty of Medicine and Health Sciences.
Prof Ingrid Rewitzky, head of the Department of Mathematical Sciences and Vice-dean teaching and learning, contributed a “ground breaking" chapter on the use of LCT to make different kinds of knowledge used in mathematics visible when teaching.
Drs Adendorff and Blackie are also part of the editorial team for the book Decolonising knowledge and knowers: struggles for university transformation in South Africa. They both contributed to the introduction “Decolonizing knowledge and knower", and wrote the last two chapters: “Decolonization and science education: What is at stake?" and “A decolonial science education: How do we move forward?"
Prof Rewitzky says the book introduces a powerful way of opening the conversation about decolonisation in science. One example from the book is the recognition that scientists use culturally imbedded models as explanatory tools. The main assertion of the book, as explained in the introduction, is to show that “decolonising education would remain in the symbolic or discursive domain without a concerted cumulative curriculum knowledge building approach".
According to Routledge, the books meet “an urgent need for theorised, accessible and discipline-sensitive publications to assist STEM educators".
