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Towards a Pedagogical Framework for Construction of Historicity

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Towards a Pedagogical Framework for Construction of Historicity Towards a pedagogical framework for construction of historicity: a case of using Wikis among pre-service teachers at Makerere University. Dorothy Sebbowa SBBDOR001 Supervisors: Associate Professor Dick Ng’ambi Dr. Cheryl Brown University of Cape Town A thesis submitted for the award of the Doctor of Philosophy in Education at the University of Cape Town, School of Education, Faculty of Humanities December 2016 The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgement of the source. The thesis is to be used for private study or non- commercial research purposes only. Published by the University of Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University of Cape Town DEDICATION To my mother Mrs. Sebbowa Efrance To my husband Mr. Kyagaba Godfrey and children, Hansley, Harrison, Hailley and Maxwell i ACKNOWLEDGEMENTS No words are sufficient to express how grateful I am to everyone who directly and indirectly assisted me in my studies. The gratitude I owe my thesis supervisors, Prof. Dick Ng‟ambi and Dr. Cheryl Brown is beyond estimation. Their support, guidance and strict requirements were of immense value for this work. Dick and Cheryl, I cannot emphasize enough the importance of your critical „lens‟ and efforts, particularly during the last months of writing my thesis when I was working under high pressure. To Dick, I am exceedingly grateful for all the wise counsel, inspirational advice and mentorship you offered me from the start of the Post Graduate Diploma in Education (PGDE) in ICT onto the PhD in Education. I am greatly indebted to the Mellon Foundation Scholarship for funding my studies for the PGDE ICT in Education course, which, together with the PhD in Education, has made a difference to my whole life career. In a special way, I would like to thank Mellon scholarship coordinators, Prof. Cheryl Hodgkinson-Williams, Dr. Cheryl Brown, Prof. Dick Ng‟ambi and Ms. Wilma Adams for their enormous support; this achievement would not have been possible without their tireless efforts. I would like to express my gratitude to Dr. Kate Angier from the School of Education, University of Cape Town, for her helpful comments, as well as motivating and interesting discourses on History Education. I am grateful to Prof. Mugagga, Dr. Najjuma, Dr. Mulumba, and Dr. Bisaso all from Makerere University for reading through my work and providing me insightful feedback. I am particularly grateful to the PhD group members at Makerere University; Rebecca, Josephine, David, Nancy, Mary and Julius for the philosophical insights and thoughts that we shared and exchanged. Throughout the stages of my study, I express appreciation to my family members; mother, sisters, brothers and niece Harriet. I also thank my mother in-law, aunties; Lydia and Lillian, for taking care of the children while I was away on study. To Hansley, Harrison, Hailey and Maxwell: I am finally done with pressing laptop buttons, „my homework.‟ Finally to my dearest husband, Godfrey, I can‟t thank you enough for the support, patience and standing with me throughout this journey. ii 2.8 Discourses in History Education………………………………………………………… 27 2.9 Wikis in Education………………………………………………………………………… 33 2.10 Studies that have engaged with historical hermeneutics……………………………. 37 2.11 Chapter Summary……………………………………………………………………... 38 CHAPTER 3: PHILOSOPHICAL UNDERPINNINGS……………………………………. 39 3.0 Chapter Overview…………………………………………………………………………. 39 3.1 Research paradigms, theoretical and methodological issues…………………………… 39 3.2 Epistemology: constructionism…………………………………………………………… 42 3.4 Theoretical perspective: interpretivism………………………………………………….. 43 3.5 Historical hermeneutics theory…………………………………………………………… 44 3.5.1 Historicity……………………………………………………………………………… 46 3.5.2 Authenticity……………………………………………………………………………. 48 3.5.3 Fusion of horizons - hermeneutic cycle……………………………………………… 49 3.5.4 Dialogue……………………………………………………………………………….. 51 3.6 Chapter Summary………………………………………………………………………… 53 CHAPTER 4: DESIGN BASED RESEARCH METHODOLOGY……………………….. 54 4.0 Chapter Overview…………………………………………………………………………. 54 4.1 Overview of research methodology………………………………………………………. 54 4.2 Design Based Research methodology…………………………………………………….. 55 4.3 Characteristics of Design Based Research……………………………………………….. 56 4.4 Justifications for using Design Based Research as a methodology……………………... 57 4.5 The four phases of Design Based Research……………………………………………… 58 4.6 Application of Design Based Research phases through the entire research process….. 60 4.6.1 Design Based Research phase 1: Identification of the problem…………................ 60 4.6.1.2 Consultations with researchers and practitioners in collaboration……………… 61 4.6.2 Design Based Research Phase 2: Development of solutions informed by existing design principles and technological innovations………………………………………….. 66 4.6.3 Design Based Research Phase 3: Iterative cycles of testing and refinement of solutions in practice………………………………………………………………………… 68 4.6.4 Phase 4: Reflection to produce design principles and enhance solution implementation……………………………………………………………………………… 69 4.6 Case study strategy………………………………………………………………………… 71 iv TABLE OF CONTENTS DEDICATION…………………………………………………………………………………… i ACKNOWLEDGEMENTS…………………………………………………………………….. ii TABLE OF CONTENTS……………………………………………………………………… iii LIST OF ABBREVIATIONS & ACRONYMS………………………………………………. x LIST OF TABLES…………………………………………………………………………….. xi LIST OF FIGURES…………………………………………………………………………...xiii ABSTRACT…………………………………………………………………………………… xv CHAPTER 1: INTRODUCTION……………………………………………………………….1 1.0 Chapter Overview…………………………………………………………………………… 1 1.1Background to the study…………………………………………………………………….. 1 1.2 My Personal Motivation in the study………………………………………………………. 3 1.3 Overview of Emerging Technologies………………………………………………………..4 1.4 Choice of Wikis as preferred Emerging Technologies……………………………………. 7 1.5 Salmon’s five-stage model…………………………………………………………………... 9 1.6 Overview of historical hermeneutics theory………………………………………………. 9 1.7 Research questions………………………………………………………………………… 11 1.8 Overview of the Design Based Research Methodology………………………………….. 11 1.9 Envisaged contribution of the study……………………………………………………….13 1.10 Thesis structure…………………………………………………………………………… 13 1.11 Chapter Summary………………………………………………………………………... 15 CHAPTER 2: INVESTIGATING THE RESEARCH PROBLEM………………………… 16 2.0 Chapter Overview…………………………………………………………………………. 16 2.1 The advent and structure of teaching history in Uganda……………………………….. 16 2.3 Teaching and learning history as an academic discipline in Uganda…………………... 18 2.4 The proposed lower secondary curriculum reforms and its constraints………………. 21 2.5 Pre-service Teacher Education at School of Education, Makerere University…………23 2.6. Pre-service teachers……………………………………………………………………… 24 2.7 Discourses in the conceptualization of history…………………………………………… 26 iii 4.7 Data collection methods…………………………………………………………………….72 4.8 Data analysis……………………………………………………………………………….. 75 4.8.1 Step 1: Gaining understanding of the text…………………………………………. 76 4.8.2 Step 2: Development of themes and sub-themes from the texts………………….. 77 4.8.3 Step 3: Understanding inter-relationships among themes and sub-themes………. 77 4.8.4 Application of hermeneutic cycle driven analysis steps……………………………. 78 4.9 Ethical considerations…………………………………………………………………….. 81 4.10 Chapter Summary………………………………………………………………………... 81 CHAPTER 5: THE DEVELOPMENT OF THE DESIGN SOLUTION………………….. 83 5.0 Chapter Overview…………………………………………………………………………. 83 5.1 Existing draft design principles…………………………………………………………… 83 5. 2 Salmon’s five-stage model……………………………………………………………….. 84 5.3 Crafting design principles through aligning Salmon’s five-stage model and historical hermeneutic theory…………………………………………………………………………… 86 5.4 Considering ETs affordances……………………………………………………………… 89 5.4.1 Designing the Wiki meaning-making environment………………………………… 90 5.5 Chapter summary…………………………………………………………………………. 91 CHAPTER 6: FIRST IMPLEMENTATION OF THE DESIGN SOLUTION……………. 92 6.0 Chapter Overview………………………………………………………………………… 92 6.1 Procedure for implementation 1…………………………………………………………. 92 6.2 Face-to-face orientation workshop……………………………………………………….. 93 6.2 .1 Participants……………………………………………………………………………… 94 6.2.2 Process of identifying the history topic………………………………………………… 95 6.3 Data collection and analysis procedure………………………………………………….. 96 6.3.1 Step 1 : to enable access and motivation………………………………………………. 96 6.3.2 Step 2: to promote online socialization………………………………………………… 99 6.3.3 Personal pre-understanding about history teaching at implementation 1………… 101 6.3.4 Step 3: to support information exchange……………………………………………… 105 6.3.5 Steps 4 & 5: promote knowledge construction and foster development……………. 108 6.9 Lessons learnt from the first implementation of design solution 1……………………. 109 6.10 Recommendations from the first implementation of the design solution……………. 110 v 6.11 Chapter summary………………………………………………………………………. 111 CHAPTER 7: SECOND IMPLEMENTATION OF THE DESIGN SOLUTION……….. 112 7.0 Chapter Overview……………………………………………………………………….. 112 7.1 Transition between formulated and design principles…………………………………. 112 7.2 Mapping table 7.1: unpacking revised design principles……………………………… 113 7.2.1 Step 1: to access and play…………………………………………………………… 113 7.2.2 Step 2: to promote online introductions…………………………………………….114 7.2.3 Step 3: to share preconceptions about HisEd…………………………………….. 115 7.2.4 Step 4: to make shared interpretations
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