Teacher as learner: a personal reflection on a short course for South African university educators

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dc.contributor.authorClowes, Lindsay
dc.date.accessioned12/04/2017 11:54
dc.date.available12/04/2017 11:54
dc.date.issued2013
dc.description.abstractHigher education is understood to play a critical role in ongoing processes of social transformation in post-apartheid South Africa through the production of graduates who are critical and engaged citizens. A key challenge is that institutions of higher education are themselves implicated in reproducing the very hierarchies they hope to transform. In this paper, I reflect critically on my experiences of a course aimed at transforming teaching through transforming teachers. In this paper, I foreground my own positionality as a white female educator as I draw on feminist theorising to reflect on my experiences as a learner in the Community, Self and Identity course. I suggest that we need to teach in ways that are more cognisant of the complexities of the constraints on personal freedom in the past if we are to contribute to the development of social justice in the future.en_US
dc.description.accreditationISIen_US
dc.identifier.citationClowes, L. (2013). Teacher as learner: a personal reflection on a short course for South African university educators. Teaching in Higher Education, 18(7): 709-720en_US
dc.identifier.issn1356-2517
dc.identifier.urihttps://hdl.handle.net/10566/2732
dc.identifier.urihttp://dx.doi.org/10.1080/13562517.2013.836094
dc.language.isoenen_US
dc.privacy.showsubmitterFALSE
dc.publisherTaylor & Francisen_US
dc.rightsThis is the post-print version of the article found online at: http://dx.doi.org/10.1080/13562517.2013.836094
dc.status.ispeerreviewedTRUE
dc.subjectFeminist theoryen_US
dc.subjectSocial transformationen_US
dc.subjectTeaching practiceen_US
dc.subjectIdentityen_US
dc.subjectSouth Africaen_US
dc.titleTeacher as learner: a personal reflection on a short course for South African university educatorsen_US
dc.typeArticleen_US

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