Contextualising critical thinking pedagogy in South African teacher education

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dc.contributor.authorMoodley, Désireé Eva
dc.contributor.authorChetty, Rajendra
dc.date.accessioned2026-01-06T09:48:05Z
dc.date.available2026-01-06T09:48:05Z
dc.date.issued2025
dc.description.abstractSince 1994, South Africa, a developing democracy, has endeavoured to improve the quality of its education. Crime, poverty, and unemployment among other socio–economic ills decry quality living. While politics and economics have driven education policy and curriculum transformation, these are symbolic in practice. Critical thinking pedagogy emphasises the importance of developing and enabling critical consciousness for quality living and healthy citizenry. Though complex in nature, critical thinking pedagogy is considered a student–centred inquiry–based dialogical approach. Contextualising critical thinking pedagogical practices embedded in theory needed for sustainable change and ongoing transformation is about quality education especially in South African higher education. In line with the call for quality education from local Non–Governmental Organisations and international institutions like the United Nations, this paper seeks to contextualise critical thinking pedagogy as an approach through the culture of collaboration and inquiry in South African teacher education. The paper advances an explicit inclusion of critical thinking pedagogy in teacher education at South African higher education institutions. Lipman’s Philosophy for Children framework is offered as a means for engaging a context–driven, collaborative, storytelling pedagogical approach centring fairness, respect and dignity sensitive to local and universal application that could address quality education
dc.identifier.citationMoodley, D.E. and Chetty, R., 2025. Contextualising Critical Thinking Pedagogy in South African Teacher Education.
dc.identifier.urihttps://doi.org/10.12957/childphilo.2025.85778
dc.identifier.urihttps://hdl.handle.net/10566/21601
dc.language.isoen
dc.publisherState Univ of Rio de Janeiro - Center of Childhood and Philosophy Studies
dc.subjectCommunities of inquiry
dc.subjectCritical thinking pedagogy
dc.subjectHigher education
dc.subjectQuality education
dc.subjectTeacher education
dc.titleContextualising critical thinking pedagogy in South African teacher education
dc.typeArticle

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