Fabulation as a Pedagogical Possibility: Working towards a Politics of Affirmation

Autor/inn/en	Kruger, Frans; Le Roux, Adré
Titel	Fabulation as a Pedagogical Possibility: Working towards a Politics of Affirmation
Quelle	In: Education as Change, 21 (2017) 2, S.45-61 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Social Justice; Educational Practices; Politics of Education; Social Influences; Activism; Teacher Education Programs; Preservice Teachers; Teaching Methods; Teacher Educators; Social Bias; South Africa; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? Ausland; Soziale Gerechtigkeit; Bildungspraxis; Educational policy; Bildungspolitik; Sozialer Einfluss; Aktivismus; Politischer Protest; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The wave of student-led protests that have taken place across the South African higher education landscape over the last two years provides us, as teacher educators, with the opportune time to reflect on how our pedagogical practices relate to larger societal transformative imperatives. We engage with the relationship between pedagogical practices and social transformation by attending to questions concerning identity, intersubjectivity, and group relations. We argue that conventional pedagogical practices that work towards social justice are entangled with and regulated by identity politics, and that such a position equates these pedagogical practices with a politics of negation and ressentiment. By drawing on Deleuze's interpretation of the concept of fabulation and Deleuze and Guattari's argument that desire is a positive social force that enables experimentation to occur, we re-imagine the idea of a pedagogy as a politics of affirmation. Such politics, we argue, makes possible the constitution of new social collectivities that are able to escape the gravitational pull of identity politics and ressentiment. We posit that, in the midst of student protests, this is an important first step in generating the conditions to experiment with the creation of a different, more socially just future. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01