Towards a pedagogy of possibility: Teaching and learning from a ‘social justice’ perspective
dc.contributor.author | Leibowitz, Brenda | en_ZA |
dc.date.accessioned | 2017-07-03T13:13:29Z | |
dc.date.available | 2017-07-03T13:13:29Z | |
dc.date.issued | 2009 | |
dc.description | CITATION: Leibowitz, B. 2009. Towards a Pedagogy of Possibility: Teaching and Learning From a 'Social Justice' Perspective, in E. Bitzer (ed.). Higher Education in South Africa: A Scholarly Look behind the Scenes. Stellenbosch: SUN MeDIA. 85-101. doi:10.18820/9781920338183/05. | en_ZA |
dc.description | The original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.za | en_ZA |
dc.description.abstract | This chapter takes the argument of Waghid (this volume) on higher education as a public good as its starting point and sketches the challenges presented in relation to this, by the educational biographies of learners and educators from varied social backgrounds. It considers what education as a public good would be like, especially if higher education were to ensure participatory parity for all learners. With reference to a study on educational biographies of 100 students and 64 lecturers at one South African university, it discusses the three dimensions of social justice posited by Fraser (2009), namely distribution, participation and recognition. It further considers the interrelationship of structure, agency and responsibility, and how this interrelationship impacts on the task of higher education to facilitate the potential for the successful learning of all students. The chapter concludes with a model, depicting the responsibilities of the key role-players for realising higher education as a social good. The model also contains references to research and findings on innovations by researchers and educators, whose work serves as examples of what can be done to realise this pedagogy of possibility. | en_ZA |
dc.description.version | Publishers' version | en_ZA |
dc.format.extent | 17 pages | en_ZA |
dc.identifier.citation | Leibowitz, B. 2009. Towards a Pedagogy of Possibility: Teaching and Learning From a 'Social Justice' Perspective, in E. Bitzer (ed.). Higher Education in South Africa: A Scholarly Look behind the Scenes. Stellenbosch: SUN MeDIA. 85-101. doi:10.18820/9781920338183/05. | en_ZA |
dc.identifier.isbn | 978-1-920338-14-5 | en_ZA |
dc.identifier.issn | 978-1-920338-18-3 | en_ZA |
dc.identifier.other | doi:10.18820/9781920338183/05 | en_ZA |
dc.identifier.uri | http://hdl.handle.net/10019.1/101902 | en_ZA |
dc.language.iso | en_ZA | en_ZA |
dc.publisher | AFRICAN SUN MeDIA | en_ZA |
dc.relation | Higher Education in South Africa: A Scholarly Look behind the Scenes | en_ZA |
dc.relation.haspart | Higher Education as a Field of Study and Research | en_ZA |
dc.relation.haspart | Improvement-Oriented Evaluation of Undergraduate Science Programmes and the Quality of Student Learning | en_ZA |
dc.relation.haspart | Institutional Governance in SA Higher Education: For the Common Good or Politcal Power-Play | en_ZA |
dc.relation.haspart | Journeying with Higher Education Studies and Research: A Personal Perspective | en_ZA |
dc.relation.haspart | Research Within the Context of Community Engagement | en_ZA |
dc.relation.haspart | The Professional Developments of Academics: In Pursuit of Scholarship | en_ZA |
dc.relation.haspart | The University in a Contemporary Era: Reflections on Epistemological Shifts | en_ZA |
dc.relation.haspart | Towards Integrated Assessment in South African Higher Education | en_ZA |
dc.relation.haspart | Two Master's Student' Perspectives on Higher Education Studies: In Pursuit of Scholarship | en_ZA |
dc.relation.haspart | Universities and Public Goods: In Defence of Democratic Deliberation, Compassionate Imagining and Cosmopolitan Justice | en_ZA |
dc.relation.haspart | Universities as Organisations or Institutions?: The Culture Debate and One Institute | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101826 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101895 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101896 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101897 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101894 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101622 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101899 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101900 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101887 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101888 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101904 | en_ZA |
dc.relation.uri | http://hdl.handle.net/10019.1/101903 | en_ZA |
dc.rights.holder | SUN MeDIA | en_ZA |
dc.subject | Education, Higher -- Public interest -- South Africa | en_ZA |
dc.subject | Education, Higher -- Social aspects -- South Africa | en_ZA |
dc.subject | Education, Higher -- South Africa -- Philosophy | en_ZA |
dc.subject | Education -- Study and teaching (Higher) -- South Africa | en_ZA |
dc.title | Towards a pedagogy of possibility: Teaching and learning from a ‘social justice’ perspective | en_ZA |
dc.type | Chapters in Books | en_ZA |
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