A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions

dc.contributor.authorCollett, Karen
dc.contributor.authorVon der Heyden, B
dc.contributor.authorPott, R
dc.contributor.authorStander, J
dc.date.accessioned2019-07-03T10:23:12Z
dc.date.available2019-07-03T10:23:12Z
dc.date.issued2018
dc.description.abstractChallenges experienced in the higher education context require new academics to engage with issues of social justice in their pedagogical practices. This article focuses on such challenges and how these are met by the authors, who are new academics from two higher education institutions in South Africa. Using a collaborative auto-ethnographic approach to analyse and interpret practices from different disciplines and higher education institutions, critical insights into “response-able pedagogies” are highlighted. “Response-able pedagogies” may be described as those which foreground attentiveness, responsibility, curiosity and capability, are used as a lens to examine the pedagogical practices of the authors, as new academics. This lens is useful in that it illuminates ethical dimensions of how a socially just pedagogy might be enacted in disparate South African higher education contexts. Issues of language, academic literacies, resources, employability, cultural diversity, large classes, and student abilities are reflected upon in relation to new academics’ engagement with socially just pedagogies. The article is intended to be a useful resource specifically, but not exclusively for, new academics entering the field of higher education in South Africa.en_US
dc.identifier.citationCollett, K.S., et al. (2018). A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions. South African Journal of Higher Education, 32(6), 582–603. DOI: https://doi.org/10.20853/32-6-2983en_US
dc.identifier.issn1753-5913
dc.identifier.urihttps://doi.org/10.20853/32-6-2983
dc.identifier.urihttp://hdl.handle.net/10566/4706
dc.language.isoenen_US
dc.publisherSouth African Journal of Higher Educationen_US
dc.subjectSocially just pedagogiesen_US
dc.subjectTeachingen_US
dc.subjectHigher educationen_US
dc.subjectEthicsen_US
dc.subjectAuto-ethnographyen_US
dc.subjectSouth Africaen_US
dc.titleA collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutionsen_US
dc.typeArticleen_US

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