A Heuristic for Analysing and Teaching Literature Dealing with the Challenges of Social Justice

Autor/in	Narismulu, Priya
Titel	A Heuristic for Analysing and Teaching Literature Dealing with the Challenges of Social Justice
Quelle	In: Teaching in Higher Education, 18 (2013) 7, S.784-796 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2013.836098
Schlagwörter	Foreign Countries; Higher Education; Educational Change; Social Justice; Metacognition; Social Theories; Heuristics; Transformative Learning; Epistemology; Literature; English Instruction; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Soziale Gerechtigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Gesellschaftstheorie; Heuristik; Pädagogische Transformation; Erkenntnistheorie; Literatur; English langauage lessons; Englischunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Transformation involves rethinking values and ways of seeing and acting, particularly as time stress compounds legacies of oppression and systematic underdevelopment in many postcolonial countries. These are exacerbated by structural challenges, as many societies are undergoing national, democratic, urban, race, class and gender revolutions simultaneously. All these challenges are aggravated by globalised systems of financial domination and mismanagement. Given these contexts, citizens and intellectuals in developing societies need more effective tools for analysing and deconstructing their challenges, and for the formidable tasks of reconstruction. Overhauling old values and systems to address pivotal challenges such as education and social justice requires metacognitive skills. Developing heuristics to enable integrated thinking, particularly in the arts (in this case English literary studies), helps students use disciplinary building blocks to address contextual challenges. This synthesising strategy is used to overcome histories of systemic violence, disempowerment, neglect, division, marginalisation and silencing in society and education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10