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Journal of Education (University of KwaZulu-Natal)

On-line version ISSN 2520-9868
Print version ISSN 0259-479X

Abstract

MULLER, Marguerite. A critical arts-based narrative of five educators working in higher education during an era of transformation in South Africa. Journal of Education [online]. 2018, n.72, pp.89-104. ISSN 2520-9868.  http://dx.doi.org/10.17159/2520-9868/i72a06.

In this paper I explore creative ways to engage critically with educator identity and experience during an era of transformation and decolonisation. I have written it as an illustrated arts-based narrative that revolves around the experiences of five educators working at the University of the Free State between 2014 and 2016. The narrative was created as part of a collaborative research project in which participants shared their experiential knowledge of anti-oppressive practice. In working with these portraits of five South African educators, I explore the connections between educator identity and social justice in the broader South African higher educational landscape as the call for transformation and decolonisation intensifies. The narrative is intended to trouble the identities and experiences of educators as they make their way through this messy terrain in an attempt to learn from uncertainty and crisis.

Keywords : social justice; arts-based research; performative text; educator identity; anti-oppressive education.

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