Towards a Response-able Pedagogy across Higher Education Institutions in Post-Apartheid South Africa: An Ethico-Political Analysis

Autor/inn/en	Bozalek, Vivienne; Zembylas, Michalinos
Titel	Towards a Response-able Pedagogy across Higher Education Institutions in Post-Apartheid South Africa: An Ethico-Political Analysis
Quelle	In: Education as Change, 21 (2017) 2, S.62-85 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Higher Education; Critical Theory; Social Change; Feminism; Interdisciplinary Approach; Curriculum Design; Attention; Personality Traits; Accountability; Learning Activities; Learning Modules; Ethics; Student Participation; Educational Practices; South Africa + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kritische Theorie; Sozialer Wandel; Feminismus; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrplangestaltung; Aufmerksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Verantwortung; Lernaktivität; Learning module; Lernmodul; Ethik; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungspraxis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Internationally there has been some interest in how critical pedagogies might be enabled in higher education to support transformative social agendas. Few writers, however, have theorised the ethico-political aspects of this effort from a feminist new materialist perspective. By focusing on the analysis of an inter-institutional collaborative course which was constructed across three disciplines and two differently positioned universities in Cape Town, South Africa, this paper examines the design of the course retrospectively from a feminist new materialist theoretical framing. In so doing, it moves beyond more traditional understandings of critical pedagogy to consider the design and student engagement with the course from the perspective of what we call "response-able pedagogies." Response-able pedagogies are not simply examples of the type of learning that can take place when power relations, materiality and entanglement are acknowledged; they also constitute ethicopolitical practices that incorporate a relational ontology into teaching and learning activities. We propose that ethico-political practices such as attentiveness, responsibility, curiosity, and rendering each other capable, constitute response-able pedagogies. The paper focuses on the transdisciplinary and interinstitutional course to consider how these ethico-political practices which constitute a response-able pedagogy might (be put to) work and how the students were both enabled and constrained by this design in terms of their responses to such ethico-political practices. (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