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Notes on Contributors

Stephanie Allais

is the SARCHI Research Chair for Skills Development, and director of the Centre for Researching Education and Labour at the School of Education of the University of the Witwatersrand. Her research interests are in the sociology of education, policy, education and development, curriculum, and political economy of education, focused on relationships between education and work. She teaches on an MEd focused on knowledge and work as well as supervising postgraduate students. Her book, Selling Out Education: National Qualifications Frameworks and the Neglect of Knowledge, was published by Sense in 2014. Until recently she has been special advisor to the Minister of Higher Education and Training, has served on many committees by appointment of ministers of education in South Africa, and has been involved in numerous policy processes.

Sam Ashman

is Associate Professor in the School of Economics at the University of Johannesburg. She is the director of the UJ-IDEP MPhil programme in Industrial Policy. Her research interests include post-apartheid economic development, financialisation, industrial policy, global political economy and the history of economic thought.

Linda Cooper

is Associate Professor in Adult Education in the School of Education at the University of Cape Town. Her research and publications focus on the Recognition of Prior Learning; the history and contemporary practices of workers’ education; the impact of globalisation on work and learning, particularly in the geopolitical South, and the relationship between knowledge and power across different institutional contexts. She is a member of the international advisory board of the Research Work and Learning Conference.

Jeanne Gamble

is an Honorary Research Associate in the School of Education of the University of Cape Town. Prior to that she worked in the academic field of Adult Education, specialising in vocational and post-school education and education policy from a sociology of education perspective. She has published in all the above fields. Her current theoretical and research interests focus on the relation between knowledge and language in curriculum.

Judy Harris

is Assistant Director Membership at the Leadership Foundation for Higher Education in the UK, and Adjunct Professor at Thompson Rivers University, British Columbia, Canada. Her research and publications focus on the Recognition of Prior Learning; relationships between forms of knowledge, curriculum and contextual conditions, and disciplines and access/widening participation in higher education. She has worked in academic institutions in South Africa, the UK and Canada. Her most recent co-edited volume (with Christine Wihak and Joy Van Kleef) is the Handbook of the Recognition of Prior Learning: Research into Practice (NIACE, 2014). She gained her PhD from the Open University in the UK in 2005 for The Hidden Curriculum of the Recognition of Prior Learning: A case study.

Lynn Hewlett

is a senior lecturer at the University of the Witwatersrand where she currently works in the School of Governance and the Centre for Researching Education and Labour. Prior to joining the University of the Witwatersrand, she worked in both further and higher education in South Africa and the UK. Her current research interests include knowledge and professional education, the changing nature of work, youth employment development and curriculum in post-school education.

Jim Hordern

is a senior lecturer in education studies at Bath Spa University, UK. His research interests focus on educational knowledge and practice, especially in higher, professional and vocational education. He has worked in public service, professional development and teaching in further and higher education.

Andrew Lawrence

(PhD, CUNY Graduate Center) teaches governance, energy and climate politics, and international relations at the Vienna School of International Studies, Vienna, Austria. He has researched various dimensions of South Africa’s political economy over the past two decades. Previous works in comparative political economy include Employer and worker and collective action:A comparative study of Germany, South Africa and the United States (Cambridge University Press, 2014). He is currently completing a book entitled Governing South Africa’s Energy Transition (Palgrave, 2018).

Gavin Moodie

is Adjunct Professor in the Department of Leadership, Higher, and Adult Education at the Ontario Institute for Studies in Education, University of Toronto. He has published over fifty journal articles, book chapters and encyclopaedia entries on tertiary education policy, particularly the relation between vocational and higher education, the subject of his book From vocational to higher education: an international perspective (Open University Press, McGraw-Hill, 2008). His most recent book is Universities, disruptive technologies, and continuity in higher education: The impact of information revolutions (Palgrave Macmillan, 2016). Gavin is currently researching the relations between education and the labour market.

Alan Ralphs

is an education specialist in the Directorate for Teaching and Learning at the University of the Western Cape. He is the coordinator of the Recognition of Prior Learning (RPL) Programmes and Services at UWC and has been involved in RPL-related research since 2006. He is one of the authors and co-editor of the book RPL as specialised pedagogy: Crossing the lines (HSRC Press, 2016).

Yael Shalem

is Associate Professor of Education at the University of the Witwatersrand (Wits), South Africa. Her research interests include professional knowledge, curriculum, teacher education and teacher work. Together with Prof Shirley Pendlebury, she edited Retrieving teaching: Critical issues in curriculum pedagogy and learning, which was written in memory of Prof Wally Morrow, the founder of educational theory in South Africa. She is co-leading a professional knowledge project, based at the REAL (Researching Education and Labour) centre at Wits, which investigates the relation between professional knowledge, curriculum, labour market trends and labour process.

Reneé Smit

is a senior lecturer in the Department of Electrical Engineering at the University of Cape Town (UCT), where she works as an academic development lecturer. Her career focuses on improving the throughput of engineering students in the department, and involves an emphasis on the engineering curriculum, attention to teaching and learning in engineering, and different aspects of the student experience. She holds a PhD in engineering education from UCT, where she is an active contributor to the Centre of Research in Engineering Education (CREE). Her current research interests centre on the intersection between the philosophy of engineering and technology, professional knowledge and education for the professions.

Volker Wedekind

is Associate Professor of Vocational Education in the Centre for International Education Research at the University of Nottingham in the UK. He is coordinator of the UNEVOC Centre at Nottingham. He is an honorary Associate Professor at the University of KwaZulu-Natal. Previously he held the Research Chair in Vocational Education and Pedagogy at the Centre for Researching Education and Labour, School of Education, University of the Witwatersrand. His research has focused on education policy and its effect on teachers and curriculum and, more recently, on vocational education policy and pedagogy.

Leesa Wheelahan

is the William G. Davis Chair in Community College Leadership at the Ontario Institute for Studies in Education, University of Toronto. She leads the Pathways to Education and Work Research Group within the Centre for the Study of Canadian and International Higher Education at OISE. She has led research projects on the relationship between education and the labour market and the nature of educational pathways in Canada and Australia, and she has published widely on these topics. She has also published on the role of theoretical knowledge in curriculum in vocational education and higher education.

Christopher Winch

is Professor of Educational Philosophy and Policy in the School of Education, Communication and Society at King’s College London. He served as Head of the School between 2008 and 2012. He was Chair of the Philosophy of Education Society from 2008 until 2011 and is an honorary vice-chair of the society. He has a teaching background in primary, further and higher education. His main interests are in Philosophy of Education and in Professional Education, particularly the development of expertise and ability in professional practice. Among his publications are: Dimensions of expertise (Bloomsbury 2010) and Teachers’ know-how (Wiley 2017).

Karin Wolff

has been in education for over two decades, and in engineering education since 2008. She has worked as a lecturer, curriculum specialist, student learning support manager, and in staff development at four South African universities. Her doctoral research (University of Cape Town) looked at the relationship between mathematics, physics and logic in complex engineering problem solving. She is currently continuing this research across engineering sectors as a Research Fellow in the Work-Integrated Learning Research Unit (Cape Peninsula University of Technology), where she also collaborates on two international STEM academic development projects.

Michael Young

is Professor of Sociology of Curriculum at University College London’s Institute of Education (UK). A former science teacher, he has degrees in natural sciences and sociology and an honorary doctorate from the University of Joensuu (Finland). His most recent book is Curriculum and the specialisation of knowledge (co-authored with Johan Muller, Routledge, 2016).