SciELO - Scientific Electronic Library Online

 
vol.5 número1Social cohesion and initial teacher education in South AfricaThreshold concept theory and nonformal education: Community-based arts learning in Palestine índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


Educational Research for Social Change

versão On-line ISSN 2221-4070

Resumo

ZINN, Denise; ADAM, Kathija; KURUP, Raj  e  DU PLESSIS, André. Returning to the source: Reflexivity and transformation in understanding a humanising pedagogy. Educ. res. soc. change [online]. 2016, vol.5, n.1, pp.70-93. ISSN 2221-4070.  http://dx.doi.org/10.17159/2221-4070/2016/v5i1a5.

While a humanising pedagogy can be a mechanism to facilitate (re)humanisation in the South African education context, a diversity of perspectives related to the concept prevails. This is to be expected given the variety of lived experiences and histories in South Africa. This project attempted to develop and extend shared understandings of the concept of a humanising pedagogy through a process of enacted reflexivity and transformative learning. A participatory mode of inquiry using metaphor drawings was used as a means of deconstructing the complex phenomenon of a humanising pedagogy-this included self-study by four teacher educators (authors of this paper) to facilitate shared understandings of its praxis. Such processes have the potential to catalyse the kind of transformative learning that continues to inform praxis.

Palavras-chave : humanising pedagogy; reflexivity; transformative learning; metaphor drawings.

        · texto em Inglês     · Inglês ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons