Bringing the social into pedagogy: unsafe learning in an uncertain world

Leibowitz, Brenda; Bozalek, Vivienne; Carolissen, Ronelle; Nicholls, Lindsey; Rohleder, Poul; Swartz, Leslie

doi:10.1080/13562511003619953

Cited by 28 publications

(10 citation statements)

References 21 publications

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“…We venture that vulnerability means locating oneself in a space with students, and exercising a willingness to reimagine our institutionally mandated role as expert in the classroom. We as educators “…need to become the change that we expect in others” by embracing our own vulnerabilities in the learning process (Leibowitz et al., , p. 124). Having said this, we need to acknowledge directly that vulnerability holds different implications for Indigenous and non‐Indigenous educators.…”

Section: Discussionmentioning

confidence: 99%

Critical Reflexivity in Indigenous and Cross‐cultural Psychology: A Decolonial Approach to Curriculum?

Castell

Bullen

Garvey

et al. 2018

American J of Comm Psychol

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Highlights Critical reflexivity is a mechanism for working toward decoloniality in higher education. We analyzed Indigenous and cross‐cultural psychology students’ written reflections. Analyses revealed that students negotiate experiences of discomfort and uncertainty in the classroom. Findings support the value of discomfort for prompting transformations among students. We pose a commentary on the tensions inherent to accompanying our students in this uncertain space.

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Section: Discussionmentioning

confidence: 99%

Critical Reflexivity in Indigenous and Cross‐cultural Psychology: A Decolonial Approach to Curriculum?

Castell

Bullen

Garvey

et al. 2018

American J of Comm Psychol

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show abstract

“…In SA this observation is supported in that these students enjoy greater access, as they are more likely to have studied at better-resourced secondary schools. Leibowitz et al [13] suggest that educators need to be aware of their own assumptions and should create safe spaces and opportunities for students to improve their cultural sensitivity and exposure to lifestyles that differ from their own lived experiences. Cultural sensitivity is vital for health professional education, given the diverse nature of the population for whom the graduates would be required to deliver a service.…”

Section: Discussionmentioning

confidence: 99%

Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors

Naidoo¹,

Wyk²

2016

AJHPE

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Background. Fieldwork practice forms a vital part of occupational therapy (OT) education and contributes significantly to competent practice and students' clinical reasoning. Students' learning is positively or negatively influenced by their fieldwork experience. Objective. To explore the views and experiences of final-year OT students, site-based clinicians and university-based academic supervisors to identify strategies that influenced students' learning during fieldwork practice. Methods. This descriptive qualitative study used a purposeful sampling technique. Data collection strategies included focus group discussions with clinical and academic supervisors and semistructured interviews with final-year students. Each set of data was analysed according to the research questions. The researcher analysed the data into themes, which were corroborated by a supervisor. Data source and analyst triangulation ensured trustworthiness of the study. Results. Two themes, i.e. difficulties experienced by students during field work and supervision strategies that they found beneficial for learning, are described. Guidance and mentoring from experienced therapists helped students to link observations from assessments and intervention plans. Observations of treatment sessions, peer learning and practice in the skills laboratories were beneficial for learning, competence and confidence. Guided questions from supervisors to enhance reflexive practice and peer learning strengthened the students' confidence and ability to give feedback to their peers. The students also benefited from sessions that allowed them the freedom and space to work autonomously. Conclusion. This study provides insight into the difficulties that students experienced when engaging with fieldwork and offers some strategies that have been found to advance their learning.

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“…A pedagogy of discomfort, as an educational approach, highlights the need for educators and students alike to move outside their 'comfort zones'. Pedagogically, this approach assumes that discomforting emotions play a constitutive role in challenging dominant beliefs, social habits and normative practices that sustain racism and social inequities and in creating possibilities for individual and social transformation (see also Leibowitz et al, 2010;Matias & Allen, 2014). Most, importantly, pedagogies of strategic empathy or pedagogies of discomfort suggest developing a mode of teaching and learning from troubled knowledge -a mode that produces a new ethical relationality and emotional culture in the classroom (Day, 2004;Liston & Garrison, 2004;Winans, 2010;Zembylas, 2010).…”

Section: Discussionmentioning

confidence: 96%

‘When saying you care is not really caring’: emotions of disgust, whiteness ideology, and teacher education

Matias

Zembylas

2014

Critical Studies in Education

158

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Drawing on one of the author's experiences of teaching white teacher candidates in an urban university, this paper argues for the importance of interrogating the ways that benign emotions (e.g., pity and caring) are sometimes hidden expressions of disgust for the Other. Using critical race theory, whiteness studies, and critical emotion studies, it is shown how whiteness ideology erroneously translates disgust for people of color to false professions of pity or caring. This phenomenon is particularly interesting because care, sympathy, and love are emotions that are routinely performed by teacher candidates (who are predominantly white females) and embedded in teacher education. Yet not much literature theorizes how these performative emotions are not exempt of whiteness ideology. To engage in a genuine process of antiracism, we argue that the emotions that undergird teachers' dispositions need to be critically and sensitively unpacked. We end with implications for teacher education, particularly in relation to pedagogical ways of identifying and interrogating narratives of caring-as-hidden disgust and cultivating critical compassion.

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Bringing the social into pedagogy: unsafe learning in an uncertain world

Cited by 28 publications

References 21 publications

Critical Reflexivity in Indigenous and Cross‐cultural Psychology: A Decolonial Approach to Curriculum?

Critical Reflexivity in Indigenous and Cross‐cultural Psychology: A Decolonial Approach to Curriculum?

Fieldwork practice for learning: Lessons from occupational therapy students and their supervisors

‘When saying you care is not really caring’: emotions of disgust, whiteness ideology, and teacher education

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