SciELO - Scientific Electronic Library Online

 
vol.7 issue1Student voice: Perspectives on language and critical pedagogy in South African higher education"You can't write in Kaapse Afrikaans in your question paper. . . .The terms must be right": Race- and class-infused language ideologies in educational places on the Cape Flats author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


Educational Research for Social Change

On-line version ISSN 2221-4070

Abstract

CAMPBELL, Bridget. Multilayered reflections of a social justice bricoleur: Becoming more purposeful in my postgraduate pedagogy. Educ. res. soc. change [online]. 2018, vol.7, n.1, pp.13-29. ISSN 2221-4070.  http://dx.doi.org/10.17159/2221-4070/2018/v7i1a2.

The aim of this narrative inquiry self-study project was to become more purposeful as a change agent in my postgraduate pedagogy. My objective was three-fold: I had a social justice agenda and also wanted to improve my pedagogy and my students' learning. My reflective pedagogic approach was designed to practice culturally responsive pedagogy and critical pedagogy from which I and my participant students would benefit. I practised reflective pedagogy and also asked that the students reflect on their teaching and learning experiences inside and outside of my lectures; a colleague who served as a critical friend conducted a peer-review exercise. My findings were that through multilayered analysis of my lecture reflections from previous years, my 2016 reflections, my students' reflections of my pedagogy and of their teaching and learning outside of my lecture, as well as the feedback from my critical friend, I was able to consider the nuances of the different voices and experiences and to adapt my practice in response to the needs of the students and their lived experiences.

Keywords : reflective practice; purposeful pedagogy; culturally responsive pedagogy; critical pedagogy; multilayered analysis.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License