Explorng Participatory Parity in Higher Education: Experiences of Social Work Students

Dykes, Glynnis

doi:10.15270/54-2-630

Cited by 1 publication

(1 citation statement)

References 34 publications

(49 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Dykes (2018), silencing often happens when political boundaries unjustly exclude specific people from participating. The author terms this a form of "misframing" because people are prevented from challenging hegemony, thus failing to challenge their social status in the political landscape.…”

Section: Social Justicementioning

confidence: 99%

What does decolonising education mean to us? Educator reflections

Agherdien

Pillay

Dube

et al. 2022

Sotls

View full text Add to dashboard Cite

The #FeesMustFall and #RhodesMustFall student protests accelerated the call for a decolonised higher education space. Much complexity and debate exists around the notion of a decolonised curriculum, how to frame it, describe it and/or enact it. Within this debate, the positionality and identity of individuals who design, implement, and evaluate curricula are important. The purpose of this article is to reflect on how theory-informed pedagogical reflections can assist in our understanding of decolonisation. The four educator reflections include our personal accounts of pedagogical philosophies, methodologies, and practices. A major focus is social work, which aims to enhance the well-being of all persons especially the disadvantaged, the marginalised and the voiceless. Through belonging to a community of practice, we embarked on the process of articulating our voice, positionality, and identity and how this informs our teaching, which is both personal and political within a South African higher education context. We provide our ways of knowing regarding how we (try) to contribute to social justice and equity ideals. We conclude with our consolidated view on an envisioned, decolonised education in the global South context. We recommend an approach that values ongoing, collective reflection, critical questioning, and agitation of how a decolonised curriculum can be envisaged. The contribution that this article makes is in the value of collective reflection, coupled with embracing personal stories/biographies to theorise decolonisation.

show abstract

Section: Social Justicementioning

confidence: 99%