This presentation was given by Professor Brenda Leibowitz on 22 October 2015 for the NRF Posthumanism Project, based at the University of the Western Cape, South Africa. All work in this presentation is to be credited to Professor Brenda Leibowitz
Exploring the Potential of Visual Art in Negotiating Social Transformation at...Jakob Pedersen
This is a presentation given by Dr. Elmarie Costandius, Stellenbosch University. This presentation was given for the NRF Posthumanist Project based at the University of the Western Cape. All work herein is owned by Dr. Elmarie Costandius
Brenda Leibowitz presentation at UNISA on higher education and social justiceBrenda Leibowitz
Brenda Leibowitz made a presentation on the implications of a social justice approach for higher education at UNISA on 30 June 2014, at a morning seminar,“Academic Development in teaching and learning – a student development perspective”
Exploring the Potential of Visual Art in Negotiating Social Transformation at...Jakob Pedersen
This is a presentation given by Dr. Elmarie Costandius, Stellenbosch University. This presentation was given for the NRF Posthumanist Project based at the University of the Western Cape. All work herein is owned by Dr. Elmarie Costandius
Brenda Leibowitz presentation at UNISA on higher education and social justiceBrenda Leibowitz
Brenda Leibowitz made a presentation on the implications of a social justice approach for higher education at UNISA on 30 June 2014, at a morning seminar,“Academic Development in teaching and learning – a student development perspective”
Teaching and Learning for Democratic Participation: Reflecting on Practice in...Participedia
Democratic Teaching and Learning: A Webinar Series
Full video available here: https://youtu.be/6zK9Eb7kBnA
Developed by Co-Chairs of the Teaching, Training and Mentoring Committee of Participedia.net, Drs. Joanna Ashworth & Bettina von Lieres: a webinar series to connect Participedia researchers and collaborators with shared interests and to exchange knowledge about challenges and successes in the field of teaching methods, theories and cases that support democratic participation.
--
SESSION 2 | September 26, 2018
Teaching and Learning for Democratic Participation: Reflecting on Practice in Higher Education
What is Democratic Pedagogy? Schools of Thought and Practice in Canada, US, UK and Beyond
Speakers:
Tim Shaffer, Kansas State University
Bettina von Lieres, University of Toronto, Scarborough
Moderator:
Joanna Ashworth, Simon Fraser University
School Integration Research: Key FindingsEmilie Linick
I am excited to share a high level overview of the research that Quanic Fullard and I led at Capital Impact Partners, on the integrated or "diverse by design" school model! Based on our interviews with the preeminent thinkers in the field, and based on an extensive literature review, we have outlined the benefits, best practices, implementation considerations, and next steps in supporting the model nationally.
A panel discussion on the formation and function of an interdisciplinary scholarly community for doctoral students
Peter A. Bacevice Lisa C. Guzman Danielle K. Molina
Center for the Study of Higher and Postsecondary Education
University of Michigan
Yale Bouchet Conference on Diversity in Education March 30-31, 2007
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
Talk given at the First International Conference on the Scholarship of Teaching and Learning at the Central University of Technology, Bloemfontein, on 1 - 2 October 2015
Teaching and Learning for Democratic Participation: Reflecting on Practice in...Participedia
Democratic Teaching and Learning: A Webinar Series
Full video available here: https://youtu.be/6zK9Eb7kBnA
Developed by Co-Chairs of the Teaching, Training and Mentoring Committee of Participedia.net, Drs. Joanna Ashworth & Bettina von Lieres: a webinar series to connect Participedia researchers and collaborators with shared interests and to exchange knowledge about challenges and successes in the field of teaching methods, theories and cases that support democratic participation.
--
SESSION 2 | September 26, 2018
Teaching and Learning for Democratic Participation: Reflecting on Practice in Higher Education
What is Democratic Pedagogy? Schools of Thought and Practice in Canada, US, UK and Beyond
Speakers:
Tim Shaffer, Kansas State University
Bettina von Lieres, University of Toronto, Scarborough
Moderator:
Joanna Ashworth, Simon Fraser University
School Integration Research: Key FindingsEmilie Linick
I am excited to share a high level overview of the research that Quanic Fullard and I led at Capital Impact Partners, on the integrated or "diverse by design" school model! Based on our interviews with the preeminent thinkers in the field, and based on an extensive literature review, we have outlined the benefits, best practices, implementation considerations, and next steps in supporting the model nationally.
A panel discussion on the formation and function of an interdisciplinary scholarly community for doctoral students
Peter A. Bacevice Lisa C. Guzman Danielle K. Molina
Center for the Study of Higher and Postsecondary Education
University of Michigan
Yale Bouchet Conference on Diversity in Education March 30-31, 2007
The Scholarship of Teaching and Learning - A social justice perspectiveBrenda Leibowitz
Talk given at the First International Conference on the Scholarship of Teaching and Learning at the Central University of Technology, Bloemfontein, on 1 - 2 October 2015
This is the presentation that Elmarie Costandius gave at the SOTL@UJ: Towards a socially just pedagogy seminar series on the Graphic arts and social justice
Presentation gives a highlight about :
1.Seminar
2.Presentation
3.Types & importance of seminar
4.Advantage & disadvantage of seminar
5.Social science as an area of study
Leibowitz being and becoming a good university teacherBrenda Leibowitz
presentation made by Brenda Leibowitz at the OLKC Conference in Milan in April 2015. The presentation concerns theory informing research on learning to teach
Learning Communities: A High Impact Practice Transcending the Traditional Cla...afacct
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
And Justice for All: Using Artificial Environments to Create Community and Te...AJ Kelton
Original presented by Leslie Wilson, Laura Nicosia, and AJ Kelton at the National Network for Educational Renewal (NNER) 2009 Annual Conference in Bellevue, Washingon, on October 16, 2009.
How electronic networks and artificial environments, including Twitter, Facebook, Ning, and Second Life, promote ideas of democracy for students, future teachers, and faculty. We will discuss how these tools foster democratic choices leading to the growth of future teachers in establishing societal rules in the classroom.
Kilgore & Araújo: Improving Student Equity with Great Instructional DesignAlexandra M. Pickett
SUNY Online Summit 2021 Day 1 Presentation
Speakers: Dr. Whitney Kilgore, Co-Cofounder and Chief Academic Officer of iDesign.
Beverly Araújo Dawson, Professor in the School of Social Work, Adelphi University & Director of the Online MSW Program.
Presentation: Improving Student Equity with Great Instructional Design
https://sunyonlinesummit2021.edublogs.org/2021/01/20/design/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
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This is a presentation created and given by Dr. Jerome Dooga, University of Jos, Nigeria 6 December 2016 for the e/merge Africa professional network. Creative Commons CC-BY-SA All attribution to Dr. Jerome Dooga
Kathryn Muller: Being and Becoming With Child - Finding Child beyond ChildJakob Pedersen
These slides were presented by Kathryn Muller together with Dr. Karin Murris as a part of Seminar II Finding Child Beyond Child 17 March 2016. All work is created by Kathryn Muller
NRF Posthumanism Project Seminar II 'Finding Child Beyond Child' Karin MurrisJakob Pedersen
These slides were presented by Dr. Karin Murris on 17 March 2016 as a part of Seminar II for NRF Posthumanism Project - All work in this presentation is created by Dr. Karin Murris
How Does This Work? An Affective, Diffractive Storytelling AnalysisJakob Pedersen
All credits to Daniela Gachago and Siddique Motala, Cape Peninsula University of Technology, South Africa. This presentation was given by Daniela Gachago and Siddique Motala on 18 June 2015 as a seminar for the NRF Posthumanism Research Project
Learn to Tell Your Research Story! IntroductionJakob Pedersen
All credits to Rashad Mohammad, Michigan State University. This is from the first webinar from the short course Learn to Tell Your Research Story! hosted by e/merge Africa from 15 June - 3 July 2015
Learn to Tell Your Research Story! StoryboardingJakob Pedersen
All credits to Rashad Mohammad, Michigan State University - Second webinar presented for the Learn to Tell Your Research Story! short course 15 June - 3 July hosted by e/merge Africa www.emergeafrica.net
Posthumanism and not knowing in psychoanalytic thinkingJakob Pedersen
Presentation title: And what you do not know is the only thing you know; some thoughts on psychoanalytic theory
Presented by Lindsey Nicholls, Brunel University for the NRF Posthumanism Project, University of the Western Cape, South Africa - 21 May 2015
Radical posthumanism, the affective turn, new materialisms by Delphi CarstensJakob Pedersen
Third seminar for the NRF Posthumanism Radical posthumanism, the affective turn, new materialisms presented by Delphi Carstens, University of the Western Cape
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
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Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Academics’ Perspectives of the Concept: Socially Just Pedagogies – A University of Johannesburg-based Study by Brenda Leibowitz
1. Academics’ Perspectives of the
Concept: Socially Just Pedagogies
A University of Johannesburg case study in the making
Seminar for Posthumanism Project
22 October 2015
2. SOTL @ UJ- Towards a
Socially Just Pedagogy
• To support a community of practice at UJ with regard to the
scholarship of teaching and learning
• To generate scholarly debate about what social justice in regard to the
teaching and learning might mean at a comprehensive South African
university
• To use findings to inform strategic planning about teaching and learning
at UJ.
3. SOTL @ UJ Team at work
Capacity building: workshops
6. Intended project outcomes
• Mini-conference: 1 December 2015 (and July 2017)
• Published articles
• Concept document for university on SOTL for Social
Justice
• But: the process as a learning moment
7. Examples of SOTL Projects
CURRICULUM RESTRUCTURING IN HIGHER
EDUCATION SOUTH AFRICA: Is it socially just?
Judaism 101: Rethinking Teaching Approaches
and Content
Academic literacies transitions: senior undergraduate
to postgraduate
Contemplating the heart of social justice in a Teacher
Education Service Learning (TESL) module: A case
study for using “troubling dialogues” to teach social
justice.
8. More topics
“The Sandton City of UJ” or “The Art of
Accomplishment”: Exploring the relationship
between social class, taste and student
achievement at FADA
What are the enablements and constraints
in doctoral supervision support in SA HE
9. Draft ‘Manifesto’
– Why we need SOTL for social justice
– What socially just teaching encompasses
– Guiding principles
– Guiding philosophies
– Implications for research approaches
• How we relate to students; colleagues
10. Why do we need a social justice
perspective?
Higher education in South Africa faces key
challenges in relation to teaching and learning:
• Small number of matriculating students to draw
from and simultaneously, students are drawn
from more privileged echelons of society, due to
inequality in society in general, fostered by
unequal conditions in schools across the society
11. Why…
• Low success rate and low throughput in
institutions across the country, with significant
differences between institutions (Cooper, 2015,
“stalled” revolution)
• Higher education institutions enjoy less funding
and resourcing than universities in the global
North
• The curriculum remains by and large ‘derivative’
of the centre or metropole (Badat, 2007)
12. Why…
• Social interaction and identity matters in
higher education in South Africa does not
reflect an integrated and socially just,
participatory formation
13. Participatory Parity
Tripartite dimensions:
• Maldistribution
• Misrecognition
• Misframing
(Nancy Fraser, 2008)
‘there can be no recognition without
distribution’ (de Sousa Santos, 2000)
14. Why…
South Africa’s responsibility towards the rest of
Africa
Inaugural Meeting of the Southern African Universities
Learning and Teaching (SAULT) Forum, 14 – 16 April 2014
15. Why…
• Higher education can contribute towards
peace
social development
human flourishing
sustaining our planet
16. SOTL in and for social justice
socially just pedagogy (equitable learning
conditions for academic success)
v.
and a pedagogy for social justice, (transformation of
learners, knowledges and contexts through critical
questioning and engagement) (Moje, 2007)
SoTL that is ‘authentic’, in and through higher
education (Kreber, 2013)
17. SOTL for Social Justice pays attention
to ….
• Issues of access to higher education (widening
participation)
• Epistemological access to those within higher
education (‘success’ and ‘throughput’)
• Appropriate graduate outcomes (so that
graduates can find employment; so they can
flourish and contribute to society).
18. Graduate outcomes – efficiency and
impact
knowledge as sense of what is
possible, knowledge as ethical
responsibility; education is more
than imparting skills. I don’t want a
doctor who is only a critical thinker,
when he is opening up my chest –
but I want him to be able to use
those skills in relations of inequitable
power… doctors in Germany; (Henry
Giroux)
19. Graduate outcomes
‘teaching is transformative and really making an
impact on students' lives, particularly at first-
year level where you’re kind of at that transition
between school and university, and getting to
think about learning differently. … I suppose I've
always tried to think about producing scientists,
but different kinds of scientists. So scientists
who will be able to think more broadly about the
wider context of science. Teaching that is
transformative impacts on students’ lives’
national teaching excellence award
winner – physics lecturer
20. SOTL for SJ pays attention to
• Values that inform our teaching
– Sense of purpose
– Sustain us when in despair
– Help us to circumnavigate obstacles
– Provide a sense of passion
– Provide a sense of autonomy, when we feel not in
control (Rowland, 2000)
21. … and SOTL for SJ pays attention to
• Issues pertaining to knowledge and power
(whose knowledges are valued, and how
knowledge is made accessible) (de Sousa
Santos, 2001)
• Issues of communication and democracy in
relation to language – without essentialising
speakers of particular languages or languages
themselves.
22. … and to
• Issues of voice – whose voices ‘count’ and
what are the silences? Are students heard –
which students?
23. …and to
• How the institutional culture influences
teaching and learning interactions, ..
• How time and space are used and how they
shape the teaching and learning experience
24. … time and space
‘like the lecture venues that …don’t support a projector, I’ve
actually done a workbook for students. ... if they can’t see
the board or they can’t hear me, they’ve still got the notes
in front of them … because I have problems with voice
projection in large classes, I end up circling the lecture
venues, so that everybody can get to hear me at some
point in time. …I spend a lot of time making my notes and
getting them printed … if I didn’t have to really do all of that,
in other words if students could see the board, … I wouldn’t
have to give them as comprehensive notes and then I
could actually spend time on research and my own
professional development. ‘
(time and space should not cage learning – nor cripple it)
25. … and attention to
• The respectful co-production of knowledge – where co-
producers are in other institutions such as community
organisations, schools, and where we address the gap
between higher education and other institutions.
• Issues of democratic citizenship – in relation to
internationalisation and responsibilities closer to
home.
• The relationship of epistemology to ontology – we are
not just teaching students what knowledge to learn,
but how to reason and feel towards a just future.
26. Some guiding principles
• In this project we seek to look towards the
future, a pedagogy of possibility and critical
hope. However we acknowledge
the importance of criticality and
critique
27. Some guiding principles
• A socially just pedagogy also pays attention to
the pedagogic approaches (one cannot ‘teach’
students to become critical citizens, using
approaches which discourage independence
and criticality).
• A socially just pedagogy takes into account the
past – of the institution, of students,
academics and faces the future with a sense
of continuous possibility.
28. Some guiding principles
• A socially just pedagogy assumes that
dialogue is never finished. Teaching and
learning fosters our becoming, not
brokenness.
• A socially just pedagogy requires academics to
explore their own assumptions and
experience the kinds of discovery and
vulnerability that they require from their
students.
29. Guiding philosophies
Participatory parity (Fraser)
Capabilities approach (Sen, Nussbaum, Walker)
Indigenous knowledge systems (‘Odora-Hoppers)
Pedagogy of discomfort (Boler, Zembylas)
Political ethics of care (Tronto)
Democratic education (Waghid)
Democratic and inclusive education (Soudien)
Post-humanism (Braidotti)
Socio-materialism (Barad, Deleuze-Gattari; Mazzei and
Youngblood-Jackson)
Cognitive justice (Visvinathan; de Sousa Santos)
30.
31. Implications for research approaches
• Ethical approach
• Benefit students (and community)
• Students are not objects, mere data sources
• Also partners (Griffiths 2004)
32. Research relations within social justice
approach
• Collaboration amongst staff
• Appreciation and robust debate
• Respect diverse perspectives
• Capacity building
• Conscious generation of
corporate agency (Donati)
• Symmetry of
principles at all levels
SJ
33. Evaluation (with Kibbie and Razia)
• Consider seminars, blog entries
• Interviews
• (Follow up interviews)
• 16 interviewees from at least five faculties; 6
individuals from academic, postgraduate
support and professional development, varied
but 11 white; three non-group members; (and
more)
34. Interview questions
1. What are the higher educators’ perspectives on social justice? And on
critical, compassionate citizenship?
2. What pedagogical approaches do they use for teaching about /for social
justice?
3. What are their notions of critical citizenship/social justice education and
how do they practice this in their classrooms and to what effect? What
they are trying to achieve in their own practice regarding critical
citizenship/social justice/ social inclusion? What is their perspective
and/or practice in relation to emotional reflexivity?
4. What sort of knowledge/qualities/dispositions/values are they wanting
to develop in their students, and why?
5. What are the achievements and joys they encounter when implementing
their pedagogical approaches and how do they explain this?
6. What are the challenges or obstacles they encounter when
implementing their pedagogical approaches and how do they account
for these?
35. Coding Framework
*Unique number; *by discipline or service;
*seniority; *gender; *race; *member SOTL @
UJ; *challenges interviewee is responding to;
*opportunities interviewee is responding to;
*interviewee pays attention to what SJ is/beliefs
about SJ; *what critical citizenship is;
*philosophy, ethics cited; *what the interviewee
does; *joys, positive impact; *challenges,
frustration; *other; *coder's comment
36. Early trends
Challenges responded to:
Student diversity, inequality, knowledges not valued,
(No ‘opportunities’ in the first five)
Attention paid to:
Student outcomes; student values; tutors; student participation;
academics’ identity and agency
Philosophy/ethics cited:
Capabilities; Gramsci (but ….)
What the interviewee does:
Examples and dilemmas; PLA; groups, groups, groups …
Joys:
Student growth; acknowledgement as a teacher
Frustrations:
Resist groups; timetable packed; managerialism
37. Role and distance
We don’t really have the clout to actually – we can sort of suggest things to lecturers, this is what came
out or if something specific has come out of a specific department, but again it’s, well we’re kind of in
the middle and we don’t – you know you sort of don’t always know to what extent do I have power to
actually make sure that that change happens, you know. At the very least you can motivate those tutors
to themselves to go an find the solution within their department. But as far as us doing something,
sometimes you kind of feel, well I can’t really take it much further as I would like to challenge: not in
department so can’t give advice
Ja, you know if they have to wait for government to wake up one day, they’re going to wait a very, very,
very long time. So I don’t want them to have that victim mentality. I want them to understand that this
is your problem too. And on your level you could solve it because yours is the most powerful level to
solve it on. Because if you are strong morally, ethically and if you know what is just and what is fair ,
then nobody else is going to change your mind. Not even Zuma. Personal responsibility
No, 20% get it. It’s the other way around. And I always have to keep in mind that my students see me
as somebody from a different race group. What does she know.
Ja, white lady, you’ve got it all.
Ja, she thinks she knows everything. And I get that, I absolutely get it, but I can’t change that for them.
I can give them the information, what they do with that is up to them. And my prayer is that one day
they will realize that this had nothing to do with race or with gender or with anything, but the colour of
our hearts. If that makes sense. It’s not the colour of the skin that is important here, for me it’s the
colour of your heart.
38. Emotions
• Yes, then we talk again a lot about you and your relationship with other
people and how you can get hijacked – your brain can get hijacked and
how you prevent it. So it teaches them to not be the slaves of emotion,
but to use emotion as a different form of intelligence. To use emotion as
a form of intelligence. V
• I do, but I find there’s a gap. Some students have the ability to think
abstractly. The .........they can just go on and on forever and then you have
students who can’t think abstractly. It has to be literal. They like those
......... skills ........because that’s like ching, ching, you know. But when they
have to think on this different level, it makes it very difficult for them.
That is why I’m always grateful for the class discussions as the students do
think abstractly because they impact on the other students who can’t yet,
students who don’t think abstractly
• So, then, that component for them, there’s no reflection that – no
reflectivity, there’s just emotions, emotions, emotions. They’re tired.
They don’t want to do it. ‘Just tell me what you want, I just want to pass’,
you know. That’s what they say.
39. Language, knowledge and power
• Second language – lack of confidence,
participation
• Wants to give students textual resources
• “epistemological access”
• Access to knowledge v. acknowledging
different knowledges
40. Early conclusion
• In some cases, link between SJ and
discipline/practice
• Speakers vary from articulate about SJ to less
articulate about concepts and practices
• Speakers vary from liberal/humanist to more
‘radical’
• How to use this process to move all team
members’ understanding forward?
• - The interviews seem to be a useful mechanism
to:
41. Badat, S. 2009. “Theorising Institutional Change: Post 1994 South African Higher Education”. Studies in Higher Education 34 (4): 38 – 41.
Boler, M. and M. Zembylas. (2003). “Discomforting Truths: The Emotional Terrain of Understanding Difference”. In Pedagogies of Difference: Rethinking
Education for Social Change, edited by P. Trifonas, 110–136. Routledge Falmer, New York.
Cooper, D. 2015. “Social Justice and South African University Student Enrolment Data by ‘Race’, 1998 - 2012: From ‘Skewed Revolution’ to ‘Stalled
Revolution’”. Higher Education Quarterly 69 (3): 237 - 262.
de Sousa Santos, B. (2001) Nuestra America: Reinventing a subaltern paradigm of recognition and redistribution. Theory, Culture and Society, 18 (2-3) 185-
217.
Donati, P. 2010. “Reflexivity after Modernity: From the Viewpoint of Relational Sociology”. In Conversations about Reflexivity. Edited by M. Archer, 144 - 164,
Abingdon: Routledge.
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Editor's Notes
First, the negatives we have to respond to
These are matters of mal recognition, mal distribution and misframing as theorist on social justice, Nancy Fraser would say. They are related. In HAU’s – more about recognition. At HDU’s – more about distribtuion. Look at access, throughput, staff employemnt – Mabokela, ‘they can’t find enough qualified blacks’
They are short staffed with shorter tradition; people seem to look to the West for help (we can also look to them) economy
Now the positive
She sees authenticity as involving transformative learning, and as implicating both students and all academics in a process of becoming. Kreber argues that teachers achieve this authenticity through reflection: about the purpose of education, about student learning and development; and about knowledges, curricula and pedagogy.
How our best teachers do teach towards appropriate graduate outcomes Values drive us to teach well; to be resilient; to overcome obstacles – look at 31 interview transcripts; and Mary’s work
Values drive us to teach well; to be resilient; to overcome obstacles – look at 31 interview transcripts; and Mary’s work
We also endorse a multi-modality of communication forms and methods, including the digital and visual, alongside the traditional textual. AlsThe sociology of absences - rather than to continuously see the marginal classes as ignorant and dangerous, we have to be reflexively on the lookout for those silences and gaps imposed by the dominant knowledge practices. To me this has major implications for how we approach teaching and learning, and what we frequently talk about as 'epistemological access' - the knowledges to which our students do not enjoy access, and in whose thrall they are seen as ignorant.
The theory of translation - here one wants to see the mutual intelligibility between different concepts and struggles and oppressed groups, without homogenizing all struggles, or subsuming some under others.
Two points: listen to students/not to see all uneducated as ignorant; literature from the South is important
Work done on time and space; sociomaterialism, These are not meant to cage learning - nor cripple it
Cf Jansen – knowledge in the blood
Cf Jansen – knowledge in the blood
Cf our own experience.
A socially just pedagogy is fostered by methods of research which see students as partners and participants, not as objects of the research. In this research the purpose of the research is significant – in what way does it foster social justice in teaching and learning? Ethical and social dimensions are not just matters for reporting against for institutional and committee processes – they deserve deep consideration. The ethical dimensions of educational research are not dissimilar from ethical dimensions of social relations in general, nor from ethical dimensions concerning teaching and learning. In many cases, it also includes students as researchers of their own learning and as knowledge producers (Griffiths 2004)
Research should benefit the educational community, but it should benefit students as participants, learning about research and about their chosen disciplinary content.