Travelling into the other’s world: South African pre-service teacher education students’ construction of difference, belonging and identity

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dc.contributor.authorGachago, Daniela
dc.contributor.authorBozalek, Vivienne
dc.contributor.authorNg’ambi, Dick
dc.date.accessioned2018-07-09T07:09:17Z
dc.date.available2018-07-09T07:09:17Z
dc.date.issued2018
dc.description.abstractAgainst the backdrop of continuing racism ‒ both overt and subtle – in South Africa’s classrooms, this article describes one lecturer’s attempt at facilitating conversations around race relations in South Africa with nine pre-service student educators. Using Bamberg’s (2012) positioning analysis to analyse how students constructed stories of difference, belonging and identity it transpired that students tended to position themselves first and foremost along racial lines, revealing their experiences of continuing academic and social segregation. Although students expressed a desire to overcome these divides, they struggled to visualise a world where black and white students could engage beyond their comfort zones, moving beyond the narratives with which they grow up. Lugones’ (1987) concept of world-travelling and her suggestion that world travelling might be more difficult for those who are at most ease in their lives, was useful to unpack and understand the different roles students performed. Students’ stories also showed the importance of destabilising dominant understandings of subjectivity, by allowing the emergence of fragmented narratives in difficult conversations. Recommendations of how to use narratives to facilitate students’ world travelling include the emphasis on intersectionality, fluidity and complexity in students’ stories but also discuss the challenges when facilitating such a process and the importance of self-reflexivity on the part of the facilitator.en_US
dc.identifier.citationGachago, D. et al. (2018). Travelling into the other’s world: South African pre-service teacher education students’ construction of difference, belonging and identity. South African Journal of Higher Education, 32(3): 189 - 208.en_US
dc.identifier.issn1753-5913
dc.identifier.urihttp://hdl.handle.net/10566/3862
dc.identifier.urihttp://dx.doi.org/10.20853/32-3-2488
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherEducation Faculty, Stellenbosch Libraryen_US
dc.rightsSouth African Journal of Higher Education is an Open Access journal which means that all content is freely available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, as underwritten by the license CC BY NC ND 4.0, without asking prior permission from the publisher or the author.
dc.status.ispeerreviewedTRUE
dc.subjectNarrativesen_US
dc.subjectRecent publicationsen_US
dc.subjectIdentityen_US
dc.subjectDifferenceen_US
dc.subjectRaceen_US
dc.subjectCritical reflectionen_US
dc.subjectIntersectionalityen_US
dc.subjectSouth Africaen_US
dc.subjectHigher Educationen_US
dc.titleTravelling into the other’s world: South African pre-service teacher education students’ construction of difference, belonging and identityen_US
dc.typeArticleen_US

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