“…This need for the flexibility of adaptable knowledge to the 21st century paradigm to shift from static knowledge is further intensified by globalisation (Jonck & Swanepoel 2015). This requires a multicultural space where knowledge is mediated, which is not only curriculum and policy-based standardisation, but also culturally acceptable across the spectrum of culturally diverse learners characteristic of South African educational spaces (Swanepoel & Beyers 2015). The classroom is thus highly underpinned by South Africa's sociopolitical context, and this complicates the manner in which content is taught, as knowledge should, ideally, be dynamic and continuously re-constructed in such a rapid manner that educators need to constantly re-imagine the space and place within which their pedagogical practice takes place (DePalma & Fancis 2014).…”