‘Your Mind is the Battlefield’: South African Trainee Health Workers Engage with the Past

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

doi:10.1080/02615470802129872

Cited by 15 publications

(12 citation statements)

References 22 publications

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“…Students at the two universities typically hold stereotypical views of each others' institution, and the majority of students on both campuses report to have never visited each others' universities, despite their close proximity of about 30 minutes drive from each other. Most students on both sides of the divide remain culturally encapsulated in their worldviews (McKinney, 2004;Swartz et al, 2009), and therefore, approaches to learning are often shaped only by their own respective histories. Moreover, despite some elements of racial difference existing on each of the two campuses, research on desegregation in South African higher education suggests that race relations reflect informal segregation and racism in peoples' everyday conversations and their use of space (Durrheim, 2005) The above review of the teaching context suggests that not only are the higher education and professional contexts in which community psychology is taught highly racialized, but the content of community psychology has itself attracted racial stereotypes.…”

Section: Context Of Community Psychology In South Africamentioning

confidence: 99%

“Community Psychology is for Poor, Black People”: Pedagogy and Teaching of Community Psychology in South Africa

Carolissen

Rohleder

Bozalek

et al. 2010

Equity & Excellence in Education

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The term "community" holds historical connotations of political, economic, and social disadvantage in South Africa. Many South African students tend to interpret the term "community" in ways that suggest that community and community psychology describe the experiences of exclusively poor, black people. Critical pedagogies that position the teaching process as a transformative activity and that challenge student perceptions about the status quo are central in teaching community psychology. This article uses the subdiscipline of community psychology to discuss the importance of pedagogy. It uses a module that was presented at Stellenbosch University (SU) in the Western Cape, South Africa, as an illustrative example. The module was taught collaboratively with the social work department at the University of the Western Cape. Forty-five psychology students from a historically white university (SU) and 50 social work students from a historically black university (UWC) engaged in face-to-face workshops and virtual (e-learning) assignments that interrogated notions of the self, community, and identity. Final student essays were analysed qualitatively for themes illustrating aspects of the human capabilities approach to pedagogy adopted in this project.In a global context where much emphasis is placed on graduate attributes, one of the core anticipated outcomes for student development in higher education is the capacity to become

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Section: Context Of Community Psychology In South Africamentioning

confidence: 99%

“Community Psychology is for Poor, Black People”: Pedagogy and Teaching of Community Psychology in South Africa

Carolissen

Rohleder

Bozalek

et al. 2010

Equity & Excellence in Education

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“…For more information about other aspects of the project and study from the pilot course in 2006, and the courses implemented in 2007 and 2008, see Bozalek et al (2007), Leibowitz et al (2007), Rohleder et al (2008aRohleder et al ( , 2008bRohleder et al ( , 2008c and Swartz et al (2009). For the purposes of this article, 91 final, reflective assignments were analysed (see the Appendix for the details of this assignment).…”

Section: Research Approachmentioning

confidence: 99%

‘Ah, but the whiteys love to talk about themselves’: discomfort as a pedagogy for change

Leibowitz

Bozalek

Rohleder

et al. 2010

Race Ethnicity and Education

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“…African Teacher Education programme to engage with issues of race and other forms of oppression. Another example is a collaborative research project in the Western Cape which investigated a course offered for Social Work, Occupational Therapy and Psychology students from two different universities in the Western Cape to discuss issues of community, self and identity (Carolissen et al, 2011;Swartz et al, 2009;Rohleder et al, 2008;Leibowitz et al, 2010;Bozalek and Biersteker, 2010;Bozalek, 2011).…”

Section: In a Southmentioning

confidence: 99%

Journeys Across Difference: Pre-service Teacher Education Students’ Perceptions of a Pedagogy of Discomfort in a Digital Storytelling Project in South Africa

Gachago¹,

Ivala²,

Condy³

et al. 2013

CriSTaL

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Understanding and managing diverse classrooms is an important competency for teachers in South Africa today. Critics of the dominant approach to teaching on and with difference in pre-service teacher education argue that it mostly promotes de-contextualised celebrations of diverse cultures without addressing critical issues of power and social forces. One of the reasons that educators shy away from engaging with issues of power and privilege in the classroom is the fear of highly explosive emotions that might emerge. However, proponents of the "affective turn" (Gregg and Seigworth, 2010) in the Social Sciences argue that it is important to work with the emotions that govern our classrooms for social transformation in students to happen.This study pilots an innovative approach for teaching on and with difference in a South African pre-service teacher education classroom, combining a digital storytelling process with participatory learning and action techniques and a reflective essay. Framed by Boler and Zembylas" (2003) work on the politics of emotions and feminist writings on the role of affect and public feelings, we explored how students experienced and negotiated their cognitive and emotional journey in this project. An interpretive analysis of data collected through focus groups with selected students revealed that this classroom was a divided, complex and contested space, but through interplay of emotional and cognitive labour as part of sharing and listening openly to each others" stories, students began to critically engage with unspoken emotional rules and power dynamics governing the classroom and their lives, disrupting some deeply rooted beliefs and assumptions.

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‘Your Mind is the Battlefield’: South African Trainee Health Workers Engage with the Past

Cited by 15 publications

References 22 publications

“Community Psychology is for Poor, Black People”: Pedagogy and Teaching of Community Psychology in South Africa

“Community Psychology is for Poor, Black People”: Pedagogy and Teaching of Community Psychology in South Africa

‘Ah, but the whiteys love to talk about themselves’: discomfort as a pedagogy for change

Journeys Across Difference: Pre-service Teacher Education Students’ Perceptions of a Pedagogy of Discomfort in a Digital Storytelling Project in South Africa

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