F Krüger
Datos Biográficos
| ID | 81285 |
|---|---|
| NOMBRE | F Krüger |
| NOMBRES | F |
| APELLIDO | Krüger |
| FIRMA | KRÜGER F |
| AFILIACIONES | University of the Free State |
| ORCID | 0000-0002-4458-2669 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 17 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1937 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Theorising reparative futures in global education
Global education seeks to foster critical engagement with global issues by emphasising dialogue, inclusion and sustainability in the pursuit of justice. However, despite its inclusive aims, global education has been widely critiqued for perpetuating Eurocentrism and reinforcing epistemic injustices. In this paper, we explore the intertwined concepts of conviviality and dis-enclosure as generative frameworks for decolonising global education. Whil…
Affective Atmospheres of Coloniality and the Decolonisation of Peace Education
Two recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform educational philosophy and research, there is still important conceptual work to be done, especially in the context of peace education, our focus in this paper. To initiate this work, we consider the …
On wounds, incompleteness, and conviviality
For Bernard Stiegler 'the question of philosophy is first of all that of action' (p.7).By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary.These conditions, which have come to be discussed and dissected with reference to such terms as Anthropocene (Stoermer, Crutzen), Capitalocene (Moore), Plantationocene (Haraway), hold unprecedented and m…
Theoretical and political implications of agonistic peace for decolonising peace education
Discussions on the importance of decolonising peace education have become prevalent in recent years with continuing presence of coloniality and Eurocentrism in peace education coming under sustained critiqued. In this article, we contribute to discussions on decolonising peace education by bringing it together with the notion of agonistic politics, and specifically the concepts of agonistic peace and agonistic decolonisation. Through drawing on t…
Diffractive memory-stories and response-activeness in teaching social justice
This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive n…
Dwelling With Wildflowers
In this short piece, I reconsider qualitative inquiry based on my chance encounter with a buttonhole flower. This encounter offered me an opportunity to explore not only my relationship with vegetal life, but also how dwelling with wildflowers allows one to reconceptualize qualitative inquiry as a practice of life-living and live-giving that emerges from a logic of conviviality. Practicing qualitative inquiry as life-living and life-giving serves…
Enacting small justices
The concept of the Anthropocene signals both a growing awareness of the negative impact that humans have had on the abiotic and biotic systems of the earth, as well as reflexive opportunity to interrogate how humans might live differently. It is in relation to the reflexive opportunity that the concept of the Anthropocene offers, that I consider the relationship between place, subjectivity and education. To do this, a conceptual overview of the A…
Crafting New Worlds
What opportunities for the creation of new worlds and subjectivities could we craft if we experimented with critical qualitative inquiry and/as an aesthetics of the wound? In this piece, I set out to explore this question by drawing on the memory of watching the film Cry Freedom as a 9 year old
Pedagogy Is a Messy Affair
This article uses performative writing to explore the pedagogical entanglement of staff, students, and matter at the University of the Free State, South Africa. It is a collaborative narrative in which different voices share the textual stage. Each author contributes to one of the voices to create a performative narrative of how our experiences occur and emerge in this messy, complex, and volatile context. Our story sketches the backgrounds, in-b…
Ecojustice education and communitarianism
In this article, we explore the concept of African communitarianism and reflect on its potential value for ecojustice education as a localised response to the wider ecological crises that impacts on African communities. We argue for an African eco-communitarian perspective and propose that this perspective extends ecojustice education. Such extension occurs firstly through foregrounding and emphasising the establishment of harmonious and co-const…
Transformative Pedagogy as Academic Performance
In this performative text, we explore the events that unfolded around the #ShimlaPark incident on February 22, 2016, on the Bloemfontein campus of the University of the Free State (UFS), South Africa. The text consists of four voices; that of a student, an educator, theory, and the official report commissioned by the UFS after the #ShimlaPark incident. These voices are conceptualized as an assemblage of experience. We employ arts-based research a…
A transdisciplinary exploration
Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdiscip…
Rain and Water Symbolism in Southern African Religious Systems
This article presents a diachronic perspective on rain and water rituals in southern Africa. The authors claim that contemporary rituals can only be properly understood when cognisance has been taken of their deep roots into the past. The authors indicate how water and rain rituals show signs of continuity between past and present, in spite of the dramatic upheavals created by the arrival of colonialism and missionary Christianity. The authors fu…
The role of Tesol in educating for peace
As communication specialists, teaching English to speakers of other languages (TESOL) professionals should be at the forefront of promoting peaceful interaction. Yet, at present they only play a peripheral role in educating for peace. The present article investigates the interplay between English, as expressed in terms of being a global language, and the social responsibility of TESOL teachers. It will focus on the ways in which TESOL teachers ca…
Contemporary media ethics
Mitchell Land and Bill Hornaday present a useful addition to the literature on media ethics. As the subtitle suggests, the book is intended for use in the classroom as well as, perhaps optimistically, by working professionals. The editors have developed a model for decision-making they call the point-of-decision pyramid. Based on the well-known Potter box, the pyramid adds afoundation in philosophy, and has users consider, in turn, the facts; the…
Existenzsicherung unter Risikobedingungen
In der Entwicklungsforschung spielen für die Analyse von Alltagshandeln und Existenzsicherung Risikokonzeptionen eine wichtige Rolle. Der Risikobegriff selbst bleibt dabei jedoch häufig diffus und ambivalent. Verwundbarkeits- und livelihood-Modelle werten Krisen und Katastrophen als Ergebnisse gesellschaftlicher Prozesse, die zum Zusammenbruch lebensnotwendiger Ressourcen oder zum Versagen adäquater Bewältigungsstrategien führen. Die Risikobeding…
Tlôkwa Traditions
Theoretical and political implications of agonistic peace for decolonising peace education
Discussions on the importance of decolonising peace education have become prevalent in recent years with continuing presence of coloniality and Eurocentrism in peace education coming under sustained critiqued. In this article, we contribute to discussions on decolonising peace education by bringing it together with the notion of agonistic politics, and specifically the concepts of agonistic peace and agonistic decolonisation. Through drawing on t…
The role of Tesol in educating for peace
As communication specialists, teaching English to speakers of other languages (TESOL) professionals should be at the forefront of promoting peaceful interaction. Yet, at present they only play a peripheral role in educating for peace. The present article investigates the interplay between English, as expressed in terms of being a global language, and the social responsibility of TESOL teachers. It will focus on the ways in which TESOL teachers ca…
Ecojustice education and communitarianism
In this article, we explore the concept of African communitarianism and reflect on its potential value for ecojustice education as a localised response to the wider ecological crises that impacts on African communities. We argue for an African eco-communitarian perspective and propose that this perspective extends ecojustice education. Such extension occurs firstly through foregrounding and emphasising the establishment of harmonious and co-const…
Transformative Pedagogy as Academic Performance
In this performative text, we explore the events that unfolded around the #ShimlaPark incident on February 22, 2016, on the Bloemfontein campus of the University of the Free State (UFS), South Africa. The text consists of four voices; that of a student, an educator, theory, and the official report commissioned by the UFS after the #ShimlaPark incident. These voices are conceptualized as an assemblage of experience. We employ arts-based research a…
Diffractive memory-stories and response-activeness in teaching social justice
This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive n…
Enacting small justices
The concept of the Anthropocene signals both a growing awareness of the negative impact that humans have had on the abiotic and biotic systems of the earth, as well as reflexive opportunity to interrogate how humans might live differently. It is in relation to the reflexive opportunity that the concept of the Anthropocene offers, that I consider the relationship between place, subjectivity and education. To do this, a conceptual overview of the A…
Crafting New Worlds
What opportunities for the creation of new worlds and subjectivities could we craft if we experimented with critical qualitative inquiry and/as an aesthetics of the wound? In this piece, I set out to explore this question by drawing on the memory of watching the film Cry Freedom as a 9 year old
Pedagogy Is a Messy Affair
This article uses performative writing to explore the pedagogical entanglement of staff, students, and matter at the University of the Free State, South Africa. It is a collaborative narrative in which different voices share the textual stage. Each author contributes to one of the voices to create a performative narrative of how our experiences occur and emerge in this messy, complex, and volatile context. Our story sketches the backgrounds, in-b…
Rain and Water Symbolism in Southern African Religious Systems
This article presents a diachronic perspective on rain and water rituals in southern Africa. The authors claim that contemporary rituals can only be properly understood when cognisance has been taken of their deep roots into the past. The authors indicate how water and rain rituals show signs of continuity between past and present, in spite of the dramatic upheavals created by the arrival of colonialism and missionary Christianity. The authors fu…
Tlôkwa Traditions
Existenzsicherung unter Risikobedingungen
In der Entwicklungsforschung spielen für die Analyse von Alltagshandeln und Existenzsicherung Risikokonzeptionen eine wichtige Rolle. Der Risikobegriff selbst bleibt dabei jedoch häufig diffus und ambivalent. Verwundbarkeits- und livelihood-Modelle werten Krisen und Katastrophen als Ergebnisse gesellschaftlicher Prozesse, die zum Zusammenbruch lebensnotwendiger Ressourcen oder zum Versagen adäquater Bewältigungsstrategien führen. Die Risikobeding…
Contemporary media ethics
Mitchell Land and Bill Hornaday present a useful addition to the literature on media ethics. As the subtitle suggests, the book is intended for use in the classroom as well as, perhaps optimistically, by working professionals. The editors have developed a model for decision-making they call the point-of-decision pyramid. Based on the well-known Potter box, the pyramid adds afoundation in philosophy, and has users consider, in turn, the facts; the…
The role of Tesol in educating for peace
As communication specialists, teaching English to speakers of other languages (TESOL) professionals should be at the forefront of promoting peaceful interaction. Yet, at present they only play a peripheral role in educating for peace. The present article investigates the interplay between English, as expressed in terms of being a global language, and the social responsibility of TESOL teachers. It will focus on the ways in which TESOL teachers ca…
Rain and Water Symbolism in Southern African Religious Systems
This article presents a diachronic perspective on rain and water rituals in southern Africa. The authors claim that contemporary rituals can only be properly understood when cognisance has been taken of their deep roots into the past. The authors indicate how water and rain rituals show signs of continuity between past and present, in spite of the dramatic upheavals created by the arrival of colonialism and missionary Christianity. The authors fu…
A transdisciplinary exploration
Since the early 1990s peace education has increasingly informed the field of teaching English to speakers of other languages (TESOL). More recently, this transdisciplinary dialogue has found expression in approaches such as peace linguistics, peace sociolinguistics and content-based language instruction that incorporate peace-related content into language learning curricula. In this conceptual article, we aim to contribute towards the transdiscip…
Ecojustice education and communitarianism
In this article, we explore the concept of African communitarianism and reflect on its potential value for ecojustice education as a localised response to the wider ecological crises that impacts on African communities. We argue for an African eco-communitarian perspective and propose that this perspective extends ecojustice education. Such extension occurs firstly through foregrounding and emphasising the establishment of harmonious and co-const…
Transformative Pedagogy as Academic Performance
In this performative text, we explore the events that unfolded around the #ShimlaPark incident on February 22, 2016, on the Bloemfontein campus of the University of the Free State (UFS), South Africa. The text consists of four voices; that of a student, an educator, theory, and the official report commissioned by the UFS after the #ShimlaPark incident. These voices are conceptualized as an assemblage of experience. We employ arts-based research a…
Crafting New Worlds
What opportunities for the creation of new worlds and subjectivities could we craft if we experimented with critical qualitative inquiry and/as an aesthetics of the wound? In this piece, I set out to explore this question by drawing on the memory of watching the film Cry Freedom as a 9 year old
Pedagogy Is a Messy Affair
This article uses performative writing to explore the pedagogical entanglement of staff, students, and matter at the University of the Free State, South Africa. It is a collaborative narrative in which different voices share the textual stage. Each author contributes to one of the voices to create a performative narrative of how our experiences occur and emerge in this messy, complex, and volatile context. Our story sketches the backgrounds, in-b…
Dwelling With Wildflowers
In this short piece, I reconsider qualitative inquiry based on my chance encounter with a buttonhole flower. This encounter offered me an opportunity to explore not only my relationship with vegetal life, but also how dwelling with wildflowers allows one to reconceptualize qualitative inquiry as a practice of life-living and live-giving that emerges from a logic of conviviality. Practicing qualitative inquiry as life-living and life-giving serves…
Enacting small justices
The concept of the Anthropocene signals both a growing awareness of the negative impact that humans have had on the abiotic and biotic systems of the earth, as well as reflexive opportunity to interrogate how humans might live differently. It is in relation to the reflexive opportunity that the concept of the Anthropocene offers, that I consider the relationship between place, subjectivity and education. To do this, a conceptual overview of the A…
Diffractive memory-stories and response-activeness in teaching social justice
This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the entanglement of subjectivity and memory in working towards different possibilities for more response-active social justice curricula and pedagogy. The concept of nested-time informs our diffractive n…
Theoretical and political implications of agonistic peace for decolonising peace education
Discussions on the importance of decolonising peace education have become prevalent in recent years with continuing presence of coloniality and Eurocentrism in peace education coming under sustained critiqued. In this article, we contribute to discussions on decolonising peace education by bringing it together with the notion of agonistic politics, and specifically the concepts of agonistic peace and agonistic decolonisation. Through drawing on t…
Affective Atmospheres of Coloniality and the Decolonisation of Peace Education
Two recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform educational philosophy and research, there is still important conceptual work to be done, especially in the context of peace education, our focus in this paper. To initiate this work, we consider the …
On wounds, incompleteness, and conviviality
For Bernard Stiegler 'the question of philosophy is first of all that of action' (p.7).By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary.These conditions, which have come to be discussed and dissected with reference to such terms as Anthropocene (Stoermer, Crutzen), Capitalocene (Moore), Plantationocene (Haraway), hold unprecedented and m…
Theorising reparative futures in global education
Global education seeks to foster critical engagement with global issues by emphasising dialogue, inclusion and sustainability in the pursuit of justice. However, despite its inclusive aims, global education has been widely critiqued for perpetuating Eurocentrism and reinforcing epistemic injustices. In this paper, we explore the intertwined concepts of conviviality and dis-enclosure as generative frameworks for decolonising global education. Whil…
Sociology (14 obras) · Epistemology (9 obras) · Philosophy (9 obras) · Political science (9 obras) · Philosophy (8 obras) · Aesthetics (6 obras) · Law (6 obras) · Art (5 obras) · Environmental ethics (5 obras) · Law (5 obras)