Re-Imagining Post-Schooling in Sedibeng: Community-Based Research and Critical Dialogue for Social Change

Balwanz, David; Hlatshwayo, Mondli

doi:10.1080/16823206.2015.1085615

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…Such an alternative grapples with the issues facing society in all of their complexity and moves away from a view of education that reinforces power inequality, promotes decontextualized knowledge and skills, and suppresses participation and agency in democratic and social processes (Balwanz and Hlatshwayo 2015). Instead, such post-school education becomes more relevant and responsive to the needs of the community and, in so doing, supports holistic human development (Balwanz and Hlatshawayo 2015).…”

Section: Implications For Higher Educationmentioning

confidence: 99%

“…South Africa faces varied and complex social and economic problems that severely affect poor and working class communities (Balwanz and Hlatshwayo 2015). This includes the general challenges of poverty, unemployment and inequality, which are exacerbated by the looming global problems of energy shortage (World Economic Forum 2014), food insecurity and agricultural failure (McIntyre et al 2009), and water scarcity (World Water Assessment Programme 2012).…”

Section: Introductionmentioning

confidence: 99%

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Driving responsible research and innovation: Science, society and the energy movement

Malan¹,

Simpson²,

Rensburg³

2017

SAJHE

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South Africa faces the challenges of poverty, unemployment and inequality, as well as looming problems regarding water, energy and food. Science, technology and engineering are able to address some of these challenges but are often inaccessible and unfamiliar to the general public.Research and innovation in these fields needs to be increased, and undertaken in partnership with multidisciplinary stakeholders. This article uses the example of an engineering education initiative, the African Solar Drive, to illustrate how this may be achieved. It discusses recent developments in the philosophy of science that have emphasised responsibility in research and development, the similarities of these with action research methodologies and the relevance of these for the concerns South Africa faces at the moment. It presents a general methodology for science-society engagement and locates the African Solar Drive as a prelude to such engagement between higher education and the general public.

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Section: Implications For Higher Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Driving responsible research and innovation: Science, society and the energy movement

Malan¹,

Simpson²,

Rensburg³

2017

SAJHE

View full text Add to dashboard Cite

show abstract

“…In South Africa, critical pedagogy has inspired a range of educational interventions, community-based research projects, and debates (Balwanz & Hlatshwayo 2015;Davis & Steyn 2012;Jackson 1997;Pillay 2014;Thomas 2009;Singh & Francis 2010). These studies have evaluated the use of critical pedagogy to address inequities of race (Davis & Steyn 2012), xenophobia (Singh & Francis 2010), and class (Balwanz & Hlatshwayo 2015).…”

Section: Teaching Toward Transformation: Freirean Critical Pedagogymentioning

confidence: 99%

“…These studies have evaluated the use of critical pedagogy to address inequities of race (Davis & Steyn 2012), xenophobia (Singh & Francis 2010), and class (Balwanz & Hlatshwayo 2015). They point to the possibilities of using pedagogies that draw on collaboration, critical reflection, and problem-posing to foster social justice in unequal societies.…”

Section: Teaching Toward Transformation: Freirean Critical Pedagogymentioning

confidence: 99%

Shifting the future? Teachers as agents of social change in South African secondary schools

Cappy

2016

Educ. as change

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South Africa has risen to the forefront of educational debates that claim schooling can promote social justice and social cohesion. By drawing on Freire's (1970) theory of critical pedagogy, this paper examines how South African teachers in rural and township schools encourage students to reflect critically upon their own lives and take action to improve issues of inequality, violence, and insecurity. It argues that teachers understand their roles as agents of social change primarily as encouraging respect, morality, and racial reconciliation among learners. The ways in which the youth take up the teachers' efforts to promote change depends upon how the teachers' practices speak to the students' own life circumstances. When the youth relate to the teachers' life stories and course material, they engage in the process of moral translation. In other words, the youth rework their lessons into ideas of how they should behave as moral human beings. Yet, frequently young South Africans do not learn a morality based on a Freirean notion of social justice -a seemingly central component to the national curriculum -but instead a morality based on individualised notions of personal responsibility and hope for a better future. The paper concludes with several suggestions to improve educational practices for social justice.

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Interactive pedagogy elevating learners as producers of knowledge in the isiZulu classroom

Ntshangase

2022

SAJE

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The modern era demands a radical pedagogical shift and a complete overhaul of traditional teaching methods that flaunt teachers as the sole producers of knowledge and learners as impetuous consumers of knowledge. In this article I propose interactive teaching methods and strategies as the pedagogical approach to be advocated by 21st-century isiZulu teachers so that learners are empowered on all cognitive levels as producers of knowledge. This pedagogical shift in the isiZulu classroom has the power to revoke the historical debt of the marginalisation of indigenous African languages, which native speakers of these languages inherited from the apartheid education system of South Africa. Used as the guiding theoretical framework, the transformative learning theory is set to challenge the status quo and disrupt the current instructional classroom practice that is regressive to change demanded by the Fourth Industrial Revolution. The participatory action research methodology, reflecting the encounters with student teachers at a teacher education institution in South Africa, provides a critical analysis of how interactive teaching methods and strategies can be used in an authentic classroom environment.

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Re-Imagining Post-Schooling in Sedibeng: Community-Based Research and Critical Dialogue for Social Change

Cited by 5 publications

References 5 publications

Driving responsible research and innovation: Science, society and the energy movement

Driving responsible research and innovation: Science, society and the energy movement

Shifting the future? Teachers as agents of social change in South African secondary schools

Interactive pedagogy elevating learners as producers of knowledge in the isiZulu classroom

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