Dreaming Up a New Grid: Two Lecturers' Reflections on Challenging Traditional Notions of Identity and Privilege in a South African Classroom

Autor/inn/en	Ngoasheng, Asanda; Gachago, Daniela
Titel	Dreaming Up a New Grid: Two Lecturers' Reflections on Challenging Traditional Notions of Identity and Privilege in a South African Classroom
Quelle	In: Education as Change, 21 (2017) 2, S.187-207 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Foreign Countries; Reflection; Classroom Techniques; Racial Bias; Voting; Social Change; Social Justice; Ethnography; Identification (Psychology); Political Issues; Conflict; Advantaged; Affective Objectives; Critical Theory; Teaching Methods; Controversial Issues (Course Content); Educational Practices; Higher Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Klassenführung; Racial discrimination; Rassismus; Abstimmung; Sozialer Wandel; Soziale Gerechtigkeit; Ethnografie; Politischer Faktor; Konflikt; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Controversial issues; Kontroverse; Bildungspraxis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	One of the biggest debates in South Africa is the use and usefulness of apartheid categories when analysing society and societal behaviour. This paper examines the process of learning and unlearning that took place when a political reporting lecturer and an academic staff developer sought to explain racially biased voting in South Africa and its historical origins to students. The autoethnographic method of reflecting on teaching practice is used to explore the tensions and dilemmas that arose when introducing a specific pedagogic intervention-- the Privilege Walk--to help students understand privilege as systemic, intersectional and historically rooted. We also discuss our own further development of the walk to allow students to create a new grid based on alternative values and that would affirm difference. Framed by Fraser's participatory parity, critical pedagogy and Massumi's affect theory, we trace our journey in engaging and disrupting identity politics by developing a decolonising pedagogical approach that emphasises post-apartheid identity as fluid and becoming and capitalises on affective and embodied learning in South African classrooms. (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