Addressing dualisms in student perceptions of a historically white and black university in South Africa

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dc.contributor.authorCarolissen, Ronelle
dc.contributor.authorBozalek, Vivienne
dc.date.accessioned2017-03-07T14:39:18Z
dc.date.available2017-03-07T14:39:18Z
dc.date.issued2017
dc.descriptionAuthor pre-print versionen_US
dc.description.abstractNormative 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.en_US
dc.description.accreditationWeb of Science
dc.identifier.citationCarolissen, R. and Bozelek, V. (2017). Addressing dualisms in student perceptions of a historically white and black university in South Africa. Race Ethnicity and Education, 20(3): 344-357en_US
dc.identifier.issn1470-109X
dc.identifier.urihttp://hdl.handle.net/10566/2608
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rightsThis is an author pre-print of an article published by Taylor and Francis (Routledge)
dc.source.urihttp://dx.doi.org/10.1080/13613324.2016.1260229
dc.subjectDualismsen_US
dc.subjectHigher educationen_US
dc.subjectTransformative pedagogiesen_US
dc.subjectSouth Africaen_US
dc.subjectInclusivityen_US
dc.titleAddressing dualisms in student perceptions of a historically white and black university in South Africaen_US
dc.typeArticleen_US

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