"Ah, but the Whiteys Love to Talk about Themselves": Discomfort as a Pedagogy for Change

Autor/inn/en	Leibowitz, Brenda; Bozalek, Vivienne; Rohleder, Poul; Carolissen, Ronelle; Swartz, Leslie
Titel	"Ah, but the Whiteys Love to Talk about Themselves": Discomfort as a Pedagogy for Change
Quelle	In: Race, Ethnicity and Education, 13 (2010) 1, S.83-100 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Undergraduate Students; Foreign Countries; Social Work; Educational Change; Teaching Methods; Psychology; Interdisciplinary Approach; Reflection; Essays; Socioeconomic Background; Guidelines; Social Differences; Intervention; Cultural Capital; Power Structure; Racial Differences; College Preparation; South Africa + Suchen Sie Ihr Suchwort? Ausland; Soziale Arbeit; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Psychologie; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Essay; Aufsatzunterricht; Sozioökonomische Lage; Richtlinien; Sozialer Unterschied; Rassenunterschied; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on an interdisciplinary and collaborative educational module prepared for fourth-year Psychology and Social Work students at two higher education institutions in the Western Cape, South Africa. The aim of the module was to provide students with the opportunity to experience learning across the boundaries of institution, discipline, language, race and class, and to provide the team with data to enhance understanding of how students grapple with issues of difference. The study was based on data obtained from student texts produced in response to the final reflective essay assignment. The texts provided valuable insights into how students, some of whom appeared to come into contact with peers from different socioeconomic backgrounds for the first time, grappled with themselves in relation to "the other". A theoretical framework based on the notion of a "pedagogy of discomfort" and the complementary relationship of recognition and distribution, was used to explicate the data. The data revealed that there are cognitive as well as affective dimensions in learning about difference. It suggested that a pedagogical intervention can enhance what students learn about difference, but that this depends on various factors: pedagogical factors, and factors pertaining to the students' own prior experience and cultural capital. The analysis of the assignments suggested that power differentials and inequality in terms of material and cultural resources can limit the transformational character of such initiatives. (Contains 1 table and 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10