While a humanising pedagogy can be a mechanism to facilitate (re)humanisation in the South African education context, a diversity of perspectives related to the concept prevails. This is to be expected given the variety of lived experiences and histories in South Africa. This project attempted to develop and extend shared understandings of the concept of a humanising pedagogy through a process of enacted reflexivity and transformative learning. A participatory mode of inquiry using metaphor drawings was used as a means of deconstructing the complex phenomenon of a humanising pedagogy-this included self-study by four teacher educators (authors of this paper) to facilitate shared understandings of its praxis. Such processes have the potential to catalyse the kind of transformative learning that continues to inform praxis.
This study engages with student voice as a way of practising a university's transformative ideal of embracing humanising pedagogies. The study explicates the prototyping of a particular process of curriculum experimentation in the BEd Honours curriculum renewal journey in the Education Faculty 15 of the Nelson Mandela Metropolitan University. The project, through the innovative redesign of a module, sought to teach the theories and practice of research, thereby creating valued spaces within which students were authorised to speak to the rigorously researched 'data' of their own and others' experiences, knowledges, analyses and reflections related to the BEd Honours programme offered at this university. Within this research project, a partnership with students was created in which 20 curriculum renewal was explored and practised as a joint responsibility. A qualitative research design was employed and six major themes linked to student voice emerged from an analysis of multiple data sources. The six themes show how a collaborative effort that created opportunities for students to empower themselves through their research enabled a more authentic inclusion of student voice in this context.
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