Transformative Pedagogy as Academic Performance: #ShimlaPark as a Plane of Immanence

Dick, Liezl; Kruger, Frans; Müller, Marguerite; Mockie, Angelo

doi:10.1177/1532708618807246

Cited by 4 publications

(3 citation statements)

References 5 publications

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“…Examples of this included the discussion about racist events that took place on campus during a student protests in 2015 and 2016, or the high incidence of sexual harassment and rape cases. In addition, controversial policies such as the 'No Student Hungry' (NSH) 3 campaign, or the language policy, both of which affect the most vulnerable students, were discussed (Dick et al 2019;Sinwell 2019; Van der Merwe 2016).…”

Section: 'There Is the World… Run Wild…' (Secondmentioning

confidence: 99%

Democratising Participatory Research

Martinez-Vargas¹

2022

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hard work have been a constant source of inspiration to me. Thank you for this and our long conversations about Africa, South Africa and social injustices, which helped me to develop many of the ideas in this book. To my beloved husband, Sander van Leusden, thank you for remaining supportive and caring despite my ups and downs throughout this book. The journey has not been easy, but I could not imagine undertaking it without you. You have been a central pillar of strength for my work. Finally, but not least, to all the DCR co-researchers that took part in the collaborative inquiry, thank you for your enthusiasm, dedication and hard-work despite your academic commitments. Without you this book would not have been possible. I feel grateful for our friendships and to have shared with you all this time during and since the project. For SpheAs a young, working-class girl who grew up in a mono-parental family in the South of Spain, knowledge meant something simple but also something unattainable. First, it was clear to me that we all have the capacity to know many things to a certain extent. Back then, I thought my mother knew a lot, many adults did as well. They knew how to do things and how things worked in the local context. However, there was another kind of knowing that was relegated to others, especially not for a family like mine, the knowing from universities and what is usually understood as scientific or academic knowledge.University knowledge, the knowledge nourished within universities' walls, was a mystery to me and many of the members of my family and friends, however, somehow whoever was able to access it or embodied it through university degrees or any diploma would become something 'more'. This 'more', was not a distinction between which kinds of academic knowledge we were talking about. It was an intrinsic value that raised the person possessing scientific knowledge to a level of dignity that was strange to imagine for someone who had never been seen in that light. Equally, becoming 'more' meant of course, we were 'less'; less respectable, less educated, less intelligent, and less dignified than those who were part and parcel of these elitist institutions.And all this became overwhelmingly clear when I first entered university at the age of eighteen and, as expected, I failed, and I dropped out during my second year. I was constantly wondering: how do I not belong in this university when everyone said (directly or indirectly) to me that this is what I have to do to become a dignified human being in my society? To have opportunities, to have a voice, to have freedoms,

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Section: 'There Is the World… Run Wild…' (Secondmentioning

confidence: 99%

Democratising Participatory Research

Martinez-Vargas¹

2022

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“…In our context, the tapestry of self can entail an intricate interweaving of personal experiences, material conditions, disadvantage and privilege, and indirect knowledge and direct memories of apartheid (Kruger & Le Roux 2017Jansen, 2009). While higher education has become a troubled space of tensionality, our teaching for social justice has further been challenged by racial incidences at our higher education institution (Dick, Kruger, Müller & Mockie, 2019), and racial tension that plays out along language lines.…”

Section: Social Justice Education In the South African Higher Educati...mentioning

confidence: 99%

Diffractive memory-stories and response-activeness in teaching social justice

Müller

Roux

Kruger

2021

Discourse: Studies in the Cultural Politics of Education

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This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive narrative as we engage with our experiences and becomings in a non-linear and collaborative way. We use the concept of shared responsibility (Zembylas, 2018) as an intermezzo to memories of discomfort, emotions of guilt, self-doubt, messiness, frustration, and complexity and the way these might help us to think and act differently. The diffractive memory-stories thus create possibilities for response-activeness as we imagine new responses and actions against social injustices and sufferings in our classrooms and in our communities.

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“…We draw on our personal experiences of working and studying at the University of the Free State, South Africa. As such, our narrative should be read against the backdrop of student protest movements such as #RhodesMustFall and #FeesMustFall, which have in recent years intensified and amplified the call for decolonization in the South African higher education landscape (Dick, Kruger, Müller, & Mockie, 2019; Jansen, 2017; Keet, Sattarzadeh, & Munene, 2017; Mbembe, 2016). These movements emerged more than 20 years after the end of apartheid and have highlighted the continuing socioeconomic inequalities in South African society and its intersection with radicalized, gendered, other subjectivities.…”

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confidence: 99%

Pedagogy Is a Messy Affair: A Performative Narrative of Being New

Müller

Kruger

Lekoala

et al. 2019

Qualitative Inquiry

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This article uses performative writing to explore the pedagogical entanglement of staff, students, and matter at the University of the Free State, South Africa. It is a collaborative narrative in which different voices share the textual stage. Each author contributes to one of the voices to create a performative narrative of how our experiences occur and emerge in this messy, complex, and volatile context. Our story sketches the backgrounds, in-between spaces, and “negative spaces” that pedagogy produces as relational encounters between human and the more-than-human world. We abandon the world of the real and move into a creative collaborative performative narrative space to explore the entanglements that pedagogies produce.

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Transformative Pedagogy as Academic Performance: #ShimlaPark as a Plane of Immanence

Cited by 4 publications

References 5 publications

Democratising Participatory Research

Democratising Participatory Research

Diffractive memory-stories and response-activeness in teaching social justice

Pedagogy Is a Messy Affair: A Performative Narrative of Being New

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