Critical emancipatory research and academic identity

Transformative praxis through critical consciousness: A conceptual exploration of a decolonial access with success agenda

“…These tasks are connected to the ways in which reorientation has ramifications for ontological density and social transformation. The theoretical lenses of critical theory (Kincheloe, 2007) and critical emancipatory research (CER) theory (Mahlomaholo, 2009;Mahlomaholo & Nkoane, 2002) are seen as apt paradigmatic vehicles for advancing reorientation and the agenda of criticality in classrooms. Critical theory finds relevance because of its positionality as an appropriate tool for promoting criticality and facilitating the translation of theory into practice, that is, praxis.…”

“…The conceptual lenses of transformative learning (Ayers, 2004;Mezirow, 2003Mezirow, , 2005 and critical pedagogy (Apple, 2001;Freire, 1970Freire, , 1994 are also incorporated into this framework in the furtherance of reorientation and critical agency that is associated with the professional identity formation of the black preservice teacher cohort. This paper is positioned within a critical emancipatory ideological orientation, which is conceived of as a troubling and critiquing of existential inequities and unequal power relations in the interests of identity liberation (Mahlomaholo, 2009;Mahlomaholo & Nkoane, 2002). The issue of access with success is not only measured by the entry of the black preservice teacher cohort into academia within a meritocratic system of coloniality (McNamee & Miller, 2004;Maldonado-Torres, 2007).…”

Engaging critical emancipatory research as an alternative to mitigate school violence in South Africa

“…These matters are social justice, social transformation, and the elimination of false consciousness, through which we submit that schools and "societies can channel the energy of conflict into constructive rather than destructive channels" (Abu-Nimer, Khoury, & Welty, 2007, p. 131) by cultivating deliberative encounters that alleviate the scourge of school violence (McDonald, 2013). In short, we agree with Mahlomaholo (2009), that CER seems to be one of the most potent means of creating conditions under which this distorted consciousness can be subverted-and a positive academic identity cultivated.…”

“…It "aims at solving practical problems by critical thinking and the use of knowledge which is free from superstition and prejudice" (Steinvorth, 2008, p. 400). In doing so, as stipulated by Mahlomaholo (2009), CER places value on deep analysis as opposed to generalisation and broad, sweeping statements on school violence. Thus, deep analysis has the impetus to empower and change people's lives and stations in life, liberating them from less useful practices and thoughts and meeting the needs of real-life situations (Mahlomaholo, 2009).…”

Codification, meritocracy and performativity: Debilitating factors for black pre-service teachers

“…In this regard, Ayers' (2004: 1) view that "teaching at its best is an enterprise that helps human beings to reach the full measure of their humanity", is an implicit echo of the study's critical and transformative thematic underpinnings. His view is closely connected to the critical emancipatory research theory (Mahlomaholo, 2009) with its concern to empower people and ensure that they attain an elevated status in life. Ayers' (2004) conceptualisation of teaching and transformative social justice finds resonance in the critical theory and critical pedagogy (Freire, 1970(Freire, , 1995Kincheloe, 2008;Kincheloe, McLaren & Steinberg, 2007;Ledwith, 2007).…”