UWCScholar :: Browsing by Author "Bozalek, Vivienne"

Browsing by Author "Bozalek, Vivienne"

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Acknowledging privilege through encounters with difference: Participatory Learning and Action techniques for decolonizing methodologies in Southern contexts
(Taylor and Francis, 2011) Bozalek, Vivienne
Participatory Learning and Action (PLA) research techniques can contribute to decolonising methodologies by alerting participants to privilege and marginalisation through encounters across difference. Consciousness of privileges is often obscured and naturalised as part of normative expectations of everyday living. This paper contends that no one is exempt from interrogating their positionality and their beliefs, and that PLA research techniques can provide the means by which people can be confronted with privileges and marginality through encountering the ‘other’. A case study conducted across Higher Education Institutions in South Africa is presented to show how PLA techniques can make a substantial contribution to processes of research. The case study shows how PLA research techniques make it possible to bring people together to confront differential privileges, thus giving people the opportunity to become both insiders and committed outsiders in their interactions across differences.
Addressing dualisms in student perceptions of a historically white and black university in South Africa
(Taylor & Francis, 2017) Carolissen, Ronelle; Bozalek, Vivienne
Normative discourses about higher education institutions may perpetuate stereotypes about institutions. Few studies explore student perceptions of universities and how transformative pedagogical interventions in university classrooms may address institutional stereotypes. Using Plumwood’s notion of dualism, this qualitative study analyses unchallenged stereotypes about students’ own and another university during an inter-institutional collaborative research and teaching and learning project. The project was conducted over 3 years and 282 psychology, social work and occupational therapy students from a historically black and white institution in South Africa, participated in the study. Both black and white students from differently placed higher education institutions display prejudices and stereotypes of their own and other institutions, pointing to the internalisation and pervasiveness of constructions and hegemonic discourses such as whiteness and classism. It is important to engage with subjugated student knowledges, in the context of transformative pedagogical practices, to disrupt dominant views and cultivate processes of inclusion in higher education.
The affordances of mobile learning for an undergraduate nursing programme: A design-based study
(University of the Western Cape, 2018) Willemse, Juliana; Bozalek, Vivienne
The global use of mobile devices, and their connectivity capacity, integrated with the affordances of social media networks, provides a resource-rich platform for innovative student-directed learning experiences. Technology has become embedded in the daily lives of students, who become more approachable when technology is used within the higher education context. In 2014 the Educause Centre for Analysis and Research partnered with 213 higher education institutions across the United States of America. It was established that 86 percent of undergraduate information technology students owned a smartphone and half of that percentage owned a tablet. A systematic review on mobile learning in higher education focusing on the African Perspective in 2017 concluded that there was an increase in the use of mobile learning in higher education. Higher education institutions continue to move away from traditional, lecture-based lessons towards new, innovative teaching and learning methodologies to facilitate emerging pedagogies and strategies, thereby enhancing student learning. The adoption of technological innovation could promote the unfolding of a social process that over time could enhance social connectedness among young students and their older adult educators. Mobile learning is fundamentally defined as “learning with mobile devices” and it has the potential to extend the philosophies of learning through innovation It was identified that research in the field of m-learning can be divided into four areas, namely: pedagogy; administrative issues and technological challenges; ensuring sustainable development in education using m-learning; and the impact of new applications. With the increased need for nursing professionals, promoting the quality and effectiveness of nursing education has become crucial. It is thus important to establish learning environments in which personalised guidance and feedback to students regarding their practical skills and the application of their theoretical knowledge within clinical learning environments is provided.
Analysing the professional development of teaching and learning from a political ethics of care perspective
(Routledge, 2014) Bozalek, Vivienne; McMillan, Wendy; Marshall, Delia; November, Melvyn; Daniels, Andre; Sylvester, Toni
This paper uses Tronto’s political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care – attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the piloting and implementation of a teaching and learning professional development model at a South African higher education institution. The political ethics of care was found to be a useful normative framework for a group of higher educators to reflect on the process of engaging in teaching and learning professional development in that it revealed the importance of differential power relations, the importance of working collaboratively and being attentive to the needs of both caregivers and care receivers.
Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy
(BioMed Central, 2013) Rowe, Michael; Frantz, Jose M.; Bozalek, Vivienne
Background: While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond “having” knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. Methods: This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Results: Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. Conclusions: There is a need for a cultural change in clinical education, in which those involved with the professional training of healthcare professionals perceive teaching as more than the transmission of knowledge and technical skills. Process-oriented teaching practices that integrate technology as part of a carefully designed curriculum may have the potential to facilitate the development of capable healthcare graduates who are able to navigate the complexity of health systems and patient management in ways that go beyond the application of knowledge and skills.
Blended learning in physiotherapy education: designing and evaluating a technology-integrated approach
(University of the Western Cape, 2012) Rowe, Michael; Frantz, Jose; Bozalek, Vivienne; Dept. of Physiotherapy
Background: Practice knowledge exists as a complex relationship between questions and answers in a context of meaning that is often intuitive and hidden from the novice practitioner. Physiotherapy education, which aims to develop patterns of thinking, reflection and reasoning as part of practice knowledge, is often based on didactic teaching methods that emphasise the learning of facts without highlighting the relationships between them. In order to improve health outcomes for patients, clinical educators must consider redesigning the curriculum to take into account the changing and complex nature of physiotherapy education. There is some evidence that a blended approach to teaching and learning may facilitate the development of graduates who are more capable of reflection, reasoning and critical thinking, and who can adapt and respond to the complex clinical environment. The purpose of this study was to develop principles that could be used to guide the design of blended learning environments that aim to develop capability in undergraduate physiotherapy students. Method: The study took place in a university physiotherapy department in the Western Cape in South Africa, among undergraduate students. Design research was used as a framework to guide the study, and included a range of research methods as part of that process. The problem was identified using a systematic review of the literature and a survey of students. The design of the blended intervention that aimed to address the problem was informed by a narrative review of theoretical frameworks, two pilot studies that evaluated different aspects of blended learning, and a Delphi study. This process led to the development of a set of design principles which were used to inform the blended intervention, which was implemented and evaluated during 2012. Results: The final results showed that students had undergone a transformation in how they thought about the process and practice of learning as part of physiotherapy education, demonstrating critical approaches towards knowledge, the profession and authority. These changes were brought about by changing teaching and learning practices that were informed by the design principles in the preliminary phases of the project. These principles emphasised the use of technology to interact, articulate understanding, build relationships, embrace complexity, encourage creativity, stimulate reflection, acknowledge emotion, enhance flexibility and immerse students in the learning space. Discussion: While clinical education is a complex undertaking with many challenges, evidence presented in this study demonstrates that the development of clinical reasoning, critical thinking and reflection can be enhanced through the intentional use of technology as part of a blended approach to teaching and learning. The design principles offer clinical educators a framework upon which to construct learning environments where the affordances of technology can be mapped to the principles, which are based on a sound pedagogical foundation. In this way, the use of technology in the learning environment is constructed around principles that are informed by theory. However, clinical educators who are considering the integration of innovative strategies in the curriculum should be aware that students may initially be reluctant to engage in self-directed learning activities, and that resistance from colleagues may obstruct the process. Conclusion: The development of clinical reasoning, critical thinking and reflection in undergraduate physiotherapy students may be enhanced through the intentional use of appropriate technology that aims to fundamentally change teaching and learning practices. Design research offers a practical approach to conducting research in clinical education, leading to the development of principles of learning that are based on theory.
Collaborative research in contexts of inequality: the role of social reflexivity
(Springer Verlag, 2017) Leibowitz, Brenda; Bozalek, Vivienne; Farmer, Jean; Garraway, James; Herman, Nicoline; Jawitz, Jeff; McMillan, Wendy; Mistri, Gita; Ndebele, Clever; Nkonki, Vuyisile; Quinn, Lynn; van Schalkwyk, Susan; Vorster, Jo-Anne; Winberg, Christine
This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants' home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.
Collaborative research in contexts of inequality: the role of social reflexivity
(Springer, 2016) Leibowitz, Brenda; Bozalek, Vivienne; Farmer, Jean; Garraway, James; Herman, Nicoline; Jawitz, Jeff; McMillan, Wendy; Mistri, Gita; Ndebele, Clever; Nkonki, Vuyisile; Quinn, Lynn; van Schalkwyk, Susan; Vorster, Jo-Anne; Winberg, Christine
This article reports on the role and value of social reflexivity in collaborative research in contexts of extreme inequality. Social reflexivity mediates the enablements and constraints generated by the internal and external contextual conditions impinging on the research collaboration. It fosters the ability of participants in a collaborative project to align their interests and collectively extend their agency towards a common purpose. It influences the productivity and quality of learning outcomes of the research collaboration. The article is written by fourteen members of a larger research team, which comprised 18 individuals working within the academic development environment in eight South African universities. The overarching research project investigated the participation of academics in professional development activities, and how contextual, i.e. structural and cultural, and agential conditions, influence this participation. For this sub-study on the experience of the collaboration by fourteen of the researchers, we wrote reflective pieces on our own experience of participating in the project towards the end of the third year of its duration. We discuss the structural and cultural conditions external to and internal to the project, and how the social reflexivity of the participants mediated these conditions. We conclude with the observation that policy injunctions and support from funding agencies for collaborative research, as well as support from participants’ home institutions are necessary for the flourishing of collaborative research, but that the commitment by individual participants to participate, learn and share, is also necessary.
Converging institutional expertise to model teaching and learning with emerging technologies
(UNISA Press, 2013) Bozalek, Vivienne; Ng'ambi, Dick; Gachago, Daniela
There is an increasing disjuncture between the use of technologies and the impact that this has on teaching and learning practice. This challenge is compounded by the lack of institutional preparedness to support emerging practices that harness transformative potential in higher education (HE). Most staff development initiatives have tended to focus on skills acquisition, which have often not translated into pedagogical change. In the previous two years (2011 and 2012), four higher education institutions (HEIs) in Cape Town, South Africa, convened a collaborative short course on ‘Emerging Technologies for Improving Teaching and Learning’, which was targeted at 43 educators at the four HEIs over the two years it was offered. The objective of the course was to empower educators from the four HEIs with pedagogical knowledge for teaching with emerging technologies by modelling authentic practices. The course provided a unique opportunity for academics to come together in a relaxed and supportive atmosphere to learn, discuss and benefit from valuable experiences of peers and expert facilitators from the four HEIs in our region regarding the use of technologies for improved teaching and learning. This article draws on the theory- based design framework for technology enhanced learning (TEL) to reflect on the two-year inter-institutional facilitation of a course aimed at empowering educators to teach with emerging technologies through modelling practice.
The Council of Europe’s White Paper on Intercultural Dialogue: an analysis using the ethic of care
(Symposium Journals, 2011) Zembylas, Michalinos; Bozalek, Vivienne
This article examines what an ethic of care could offer to discussions about Europe’s increasing cultural diversity by analyzing the important White Paper on Intercultural Dialogue published by the Council of Europe in 2008. The authors consider the White Paper from the perspective of the political ethic of care and thus examine its adequacy in dealing with issues of care. Their point of departure is that policy texts display normative ways of speaking about certain issues – in this case, issues of diversity, multiculturalism and citizenship in Europe. They first contextualize the discussions for promoting intercultural dialogue in the Council of Europe and analyze the normative framework of the White Paper. Then, they use the care perspective as a lens to comment on notions of diversity, multiculturalism and citizenship. Finally, they discuss how the notion of care as a citizenship issue could contribute towards further development of discussions on citizenship education and intercultural dialogue in Europe.
Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa
(University of the Western Cape, 2017) Pillay, Roshini; Bozalek, Vivienne; Wood, Denise
Many teaching and learning practices in higher education, including social work education in South Africa, tend to be characterised by a transmission mode of instruction, whereby knowledge moves from the expert educator to the student. This study investigates the extent to which an authentic learning framework can be used to improve the teaching of meso practice in social work to a class of 80 second-year students at the University of the Witwatersrand, South Africa. A modified version of educational design-based research, was deployed which created a set of guidelines to inform future research and course design. Design-based research includes an iterative process, however, and the four-phased modified version of design-based research used in this study deploys just one roll-out of a redesigned course on meso practice, using the elements of authentic learning (Herrington, Reeves & Oliver, 2010). Phase 1 consisted of a review of the literature on meso practice education and the authentic learning framework. Phase 2 involved an analysis of practical problems identified by six educators and four field instruction supervisors, based on the way they teach and supervise students in the area of meso practice intervention. In Phase 3 the course was implemented and evaluated qualitatively and quantitatively by the student participants and four field instruction supervisors. Phase 4 consisted of a reflection on the entire process, to produce design guidelines using the elements of authentic learning and the inclusion of affect in course design. Mixed-methods research was undertaken, incorporating primarily qualitative data with quantitative data from a survey conducted with the students. Findings from this study have led to an augmented list of authentic learning elements, which includes the use of affect in meso practice and the development of guidelines for educators which have the potential to be relevant and applicable in other courses, contexts and disciplines.
Crafting a meso practice course using elements of authentic learning for undergraduate social work students in South Africa
(University of the Western Cape, 2017) Pillay, Roshini; Bozalek, Vivienne; Wood, Denise
Many teaching and learning practices in higher education, including social work education in South Africa, tend to be characterised by a transmission mode of instruction, whereby knowledge moves from the expert educator to the student. This study investigates the extent to which an authentic learning framework can be used to improve the teaching of meso practice in social work to a class of 80 second-year students at the University of the Witwatersrand, South Africa. A modified version of educational design-based research, was deployed which created a set of guidelines to inform future research and course design. Design-based research includes an iterative process, however, and the four-phased modified version of design-based research used in this study deploys just one roll-out of a redesigned course on meso practice, using the elements of authentic learning (Herrington, Reeves & Oliver, 2010). Phase 1 consisted of a review of the literature on meso practice education and the authentic learning framework. Phase 2 involved an analysis of practical problems identified by six educators and four field instruction supervisors, based on the way they teach and supervise students in the area of meso practice intervention. In Phase 3 the course was implemented and evaluated qualitatively and quantitatively by the student participants and four field instruction supervisors. Phase 4 consisted of a reflection on the entire process, to produce design guidelines using the elements of authentic learning and the inclusion of affect in course design. Mixed-methods research was undertaken, incorporating primarily qualitative data with quantitative data from a survey conducted with the students. Findings from this study have led to an augmented list of authentic learning elements, which includes the use of affect in meso practice and the development of guidelines for educators which have the potential to be relevant and applicable in other courses, contexts and disciplines.
Critical interdisciplinary dialogues: Towards a pedagogy of well-being in stem disciplines and fields
(South African Journal of Higher Education, 2018) Bozalek, Vivienne; Winberg, Christine; Conana, Honjiswa; Wright, J; Wolff, K; Pallit, N; Adendorff, H
Students enrolled in Science, Technology, Engineering and Mathematics (STEM) globally and in South Africa are generally not in a state of well-being. International and South African research studies show that undergraduate STEM programmes pose significant challenges to students and that many STEM programmes are marked by high attrition rates and poor student success. There is growing recognition that STEM educators need to teach the “whole student” instead of focussing only on STEM knowledge and skills. In order to teach in a holistic way, university educators themselves need to understand and achieve their own well-being. The article argues that a pedagogy of well-being and its associated concepts of competence, self-efficacy, community and inter-relatedness are key to academic staff and student well-being in the STEM disciplines. The focus of this article is an inter-institution study on enhancing STEM educators’ capacity towards a pedagogy of well-being through teaching portfolio development in diverse institutional contexts. The research question guiding is the study is: How might academic development practitioners and STEM university educators successfully collaborate for the benefit of student well-being and success? Data for this study was obtained from “critical dialogues” between academic development practitioners and STEM university teachers, as well as an external evaluation of the project. The data comprise video-recordings of the critical dialogues and survey responses. The findings of the study indicate that there are barriers as well as productive spaces for interdisciplinary work towards well-being in STEM teaching and learning. The findings have implications for how STEM academics might engage in professional learning towards pedagogical competence, and offer suggestions for the ways in which academic developers might respectfully “transgress” into STEM disciplinary domains in support of a pedagogy of well-being in the STEM disciplines and fields.
Critical posthumanism in geomatics education: A storytelling intervention
(University of the Western Cape, 2018) Motala, Siddique; Bozalek, Vivienne
This study is located in engineering education at a South African university of technology, and is theorised using relational ontologies such as critical posthumanism, feminist new materialism and non-representational theory. It explores the potential of a digital storytelling intervention in an undergraduate geomatics diploma programme. Geomatics qualifications in South Africa are critiqued for their embedded humanism and subtle anthropocentrism despite attempts at post-apartheid curricular reform. Additionally, these qualifications are focused on technical content, and heavily influenced by Western knowledges.
Critical posthumanism, new materialisms and the affective turn for socially just pedagogies in higher education
(South African Association for Research and Development in Higher Education (SAARDHE), 2016) Bozalek, Vivienne; Zembylas, Michalinos
Critical posthumanism, new/feminist materialisms and the affective turn have a great deal in common with each other, and can be seen as similar perspectives with slightly different emphases in each framework, all focusing on: relational ontologies; a critique of dualisms; and engagements with matter and the non-human. Feminist thinkers such as Rosi Braidotti, Donna Haraway, Karen Barad, Elizabeth Grosz, Nancy Tuana, Vicky Kirby, Jane Bennett,and Stacey Alaimo, amongst others, have been identified both as critical posthumanists and new/feminist materialists, and have also contributed to ideas about the affective turn. Many of these scholars have been influenced by the work of Deleuze and Guattari and their notions of monism and vitalism, and have moved beyond the centrality of discourse and cartesian dualisms to incorporate a vision of human/nonhuman, body/mind, subject/object, nature/culture, matter/ meaning, continuity/discontinuity, beginning/returning and creation/renewal (Barad 2007) in their work.
Designing the project: theoretical approaches
(HSRC Press, 2012) Bozalek, Vivienne; Carolissen, Ronelle
Education in South Africa is in crisis. Low literacy and numeracy rates, poor discipline, and a sense of despair pervade the education landscape. At the same time, educators are called upon to achieve more, with universities tasked to produce graduates capable of exercising responsible and reflective citizenship in a competitive and globalising world. However, universities face very complex demands and resource constraints. In this sobering context, this book provides an opportunity to learn from a bold experiment in teaching and learning taking place across two very different South African universities, one historically black, and one historically white and Afrikaans
Developing scholarship of teaching and learning through a community of enquiry
(UWC, 2017) Bozalek, Vivienne; Dison, Arona; Alperstein, Melanie; Mitchell, Veronica
A growing interest in the Scholarship of Teaching and Learning (SoTL) in higher education requires the seeking of opportunities for its development within and across disciplines and institutions. However, rewards for individual competitiveness in research publications, including the Scholarship of Teaching and Learning (SoTL), tend to discourage collaboration, which could be highly conducive to the development of SoTL. This paper proposes the value of working together in a collaborative community of enquiry (CoE) in order to take forward SoTL in higher education. We draw on Cassidy et al.’s (2008) and Christie et al.’s (2007) model of seven elements of a CoE to explore our own experience of forming a CoE emanating from an inter-institutional professional course on teaching and learning, which assisted us to collaboratively contribute to SoTL. The above model was found to be useful, but could be enhanced through an expanded perspective, incorporating the affective turn.
Diffracting diffractive readings of texts as methodology: Some propositions
(Taylor & Francis, 2019-01-30) Bozalek, Vivienne; Murrisa, Karin
Re-turning to our experiences of putting a diffractive methodology to work ourselves, as well as engaging with the writings of Donna Haraway and Karen Barad, we produce some propositions regarding a diffractive methodology for researchers to consider. Postqualitative research disrupts the idea that educationalists can be given tools or techniques to investigate the world objectively, independently and at an ontological distance from the researcher. Therefore, avoiding prescription and a rush to application, we take up Stephanie Springgay’s proposal (drawing mainly on Whitehead) to diffract a non-hierarchical list of propositions through the text that disrupt the theory/practice binary and activate a self-organising potential for adopting a diffractive methodology in research. We use a diffractive methodology (spatial and temporal), theory and practice as a way of activating experimentation with the affirmative method of diffractively reading texts, oeuvres and philosophies through one another. Propositions generated as part of a published example of a re-view of three books on posthuman non-representational research are also diffracted through the text. These two entangled ‘sets’ of propositions creatively engage with the in/determinate direction of what a diffractive methodology might look like in practice, while at the same time being cognisant of the complex discussions about the appropriateness of referring to ‘methods’ or ‘methodologies’ as human-centred activities.
Diffracting learning/teaching entanglements: A South African vice-chancellor’s perspective
(Routledge, 2016) Bozalek, Vivienne; McMillan, Wendy
This chapter considers data from interviews conducted with eight vice-chancellors from both historically advantaged and disadvantaged higher education institutions (HEIs) in South Africa, as part of a larger national project on professional development of teaching and learning. It hones in on one particular interview which was a ‘hot spot’ and which ‘glowed’ (MacLure 2013) during data analysis. The perspective of vice-chancellors on learning to teach is important for providing insights into the broader context in which the process of learning to teach takes place. This is because it is vice-chancellors who are affected by both past and current policies and discourses, while also being pivotal in affecting and being affected by institutional enablements and constraints regarding learning to teach. The material discursive in terms of past and present sociopolitical discourses and policies, as well as access to resources, deeply affect learning to teach at both a systemic and institutional level. Vice-chancellors find themselves at the interface between these national and international discourses, policies, and practices as part of their specific university environments where these discourses and policies are enacted. These entanglements dynamically reconfigure learning to teach in higher education.
Diffracting socially just pedagogies through stained glass
(South African Association for Research and Development in Higher Education (SAARDHE), 2016) Bozalek, Vivienne; Bayat, Abdullah; Motala, Siddique; Mitchell, Veronica; Gachago, Daniela
This article emerges from our relationship with Theo Combrinck, a colleague, a passionate social and academic activist, a recovering addict and a PhD student, who left our living space during 2014 - a death that was unexpected yet a consequence of an iterative desire to end a troubled/ing life. The intensity of Theo's physical absence retains a vibrant presence and continues to intra-act with us as we consider socially just pedagogies. Theo's work lives on through memories, audio recordings and different forms of texts written by him, all representing his views of socially just pedagogy. Our entanglements with Braidotti's posthuman and Barad's diffractive methodologies shape our understandings of the past and present intra-actions with Theo in time and space. The generative process of our individual and collective becomings through Theo illustrate how the collaborative energy of co-constituted relationships contribute an affective response towards developing socially just pedagogies.

Browsing by Author "Bozalek, Vivienne"

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