Translanguaging as Foundational Pedagogy: Disrupting Hegemonies for Academic Access in Multilingual Spaces.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 290, doi. 10.29086/2519-5476/2019/v26n2a13
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- Publication type:
- Article
Works matching IS 10231757 AND DT 2019 AND VI 26 AND IP 2
Results: 13
1
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Semantic Waves: Writer Performance Ranges on the National Benchmark Tests (NBT) Academic Literacy Test.
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- Alternation, 2019, v. 26, n. 2, p. 267, doi. 10.29086/2519-5476/2019/v26n2a12
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- Publication type:
- Article
3
What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory.
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- Alternation, 2019, v. 26, n. 2, p. 240, doi. 10.29086/2519-5476/2019/v26n2a11
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- Publication type:
- Article
4
Congruence in Knowledge and Knower Codes: The Challenge of Enabling Learner Autonomy in a Science Foundation Course.
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- Alternation, 2019, v. 26, n. 2, p. 213, doi. 10.29086/2519-5476/2019/v26n2a10
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- Publication type:
- Article
5
Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 183, doi. 10.29086/2519-5476/2019/v26n2a9
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- Publication type:
- Article
6
Disruption by Curriculum Design: Using Steve Biko's I Write What I Like as a Tool for Participatory Parity in post-Apartheid Higher Education.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 161, doi. 10.29086/2519-5476/2019/v26n2a8
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- Publication type:
- Article
7
New Materialist Perspectives for Pedagogies in Times of Movement, Crisis and Change.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 138, doi. 10.29086/2519-5476/2019/v26n2a7
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- Publication type:
- Article
8
Access or Set Up? A Critical Race Feminist, Black Consciousness, and African Feminist Perspective on Foundation Studies in South Africa.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 117, doi. 10.29086/2519-5476/2019/v26n2a6
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- Publication type:
- Article
9
Revisiting Writer Identities in Discomforting Spaces: The Envisioned Self in Writing.
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- Alternation, 2019, v. 26, n. 2, p. 89, doi. 10.29086/2519-5476/2019/v26n2a5
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- Publication type:
- Article
10
Just(ice) Do It! Re-membering the Past through Co-affective Aesthetic Encounters with Art/History.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 62, doi. 10.29086/2519-5476/2019/v26n2a4
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- Publication type:
- Article
11
A Critical Self-reflection on Theorising Education Development as 'Epistemological Access' to 'Powerful Knowledge'.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 36, doi. 10.29086/2519-5476/2019/v26n2a3
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- Publication type:
- Article
12
Theoretical Frameworks and the Extended Curriculum Programme.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 8, doi. 10.29086/2519-5476/2019/v26n2a2
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- Publication type:
- Article
13
Editorial: Reconfiguring Foundational Pedagogies through Theoretical Frameworks.
- Published in:
- Alternation, 2019, v. 26, n. 2, p. 1, doi. 10.29086/2519-5476/2019/v26n2a1
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- Publication type:
- Article