Peter N Rule
Biographic Data
| ID | 2470228 |
|---|---|
| NAME | Peter N Rule |
| GIVEN NAMES | Peter N |
| FAMILY NAME | Rule |
| SIGNATURE | RULE P N |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0002-4746-8482 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 56 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Jesus talks to the Samaritan woman
The contemporary world is characterised by the dehumanisation of “the other” on multiple grounds. Jesus’ encounter with the Samaritan woman (John 4:1-42) sheds light on his attitude towards, and his engagement with her as a conventional “other” for Jews. This article aims to explain their dialogic encounter as an informal teaching and learning event against the backdrop of Jew-Samaritan relations and the status and roles of women in New Testament…
Dialogue, Horizon and Chronotope
The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘custome…
From deficit to apposite
An adult learning perspective on disability and microfinance
The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially mot…
Teachers’ subjectivities and emotionality in HIV/Aids teaching
Schools play a significant role in conveying essential knowledge, skills and attitudes about HIV and AIDS to millions of learners, and are therefore at the forefront of addressing the HIV/AIDS pandemic. This has resulted in a shift in HIV/AIDS research to focus on the crucial role of teachers in HIV prevention. This paper explores the influence of teachers' subjectivities and emotionality on their teaching about HIV/AIDS. The paper draws on quali…
Navigating the ethical maze in disability research
Despite changes in how disability is viewed, ethical requirements for disability research have hardly changed. Some ethical clearance procedures, processes and practices still consider persons with disabilities as not able, creating unease among researchers and research participants with disabilities themselves. This paper considers five ethical contestations arising from research in the area of disability in an African context: positionality, vu…
A Necessary Dialogue
This article is premised on the understanding that there are multiple dimensions of the case-theory relation and examines four of these: theory of the case, theory for the case, theory from the case, and a dialogical relation between theory and case. This fourth dimension is the article's key contribution to theorizing case study. Dialogic engagement between theory and case study creates rich potential for mutual formation and generative tension.…
Troubling power dynamics
Although a proliferation of participatory studies has explored youth sexuality in the African context, very few studies have included youth with disabilities. This is inevitably a result of the misconceptions surrounding disabled sexualities and youth with disabilities' competence in undertaking research. This article argues against these misconceptions by outlining a participatory sexuality study that worked with youth with disabilities as co-re…
Cross-learning
Sub-Saharan Africa is the region of the world most affected by HIV & AIDS, accounting for two-thirds of the global burden of the pandemic. People with disabilities are regarded as a high-risk group for HIV but have been largely neglected in programmes of education, treatment and support. This paper examines the possibilities for a learning dialogue between the HIV & AIDS and disability movements in an African context. It draws on a three-country …
Bakhtin and Freire
Dialogue is a seminal concept within the work of the Brazilian adult education theorist, Paulo Freire, and the Russian literary critic and philosopher, Mikhail Bakhtin. While there are commonalities in their understanding of dialogue, they differ in their treatment of dialectic. This paper addresses commonalities and dissonances within a Bakhtin‐Freire dialogue on the notions of dialogue and dialectic. It then teases out some of the implications …
Dialogic spaces
This paper develops the notions of dialogue and dialogic space in relation to adult education projects with emancipatory agendas. It explores the philosophical genealogy of the notion of dialogue in order to establish a basis for the concept of dialogic space, surveying the works of seminal figures such as Plato, Buber, Bakhtin, Habermas and Freire. The literature survey identifies key themes and linkeages among theorists of dialogue. The paper g…
A Necessary Dialogue
This article is premised on the understanding that there are multiple dimensions of the case-theory relation and examines four of these: theory of the case, theory for the case, theory from the case, and a dialogical relation between theory and case. This fourth dimension is the article's key contribution to theorizing case study. Dialogic engagement between theory and case study creates rich potential for mutual formation and generative tension.…
Bakhtin and Freire
Dialogue is a seminal concept within the work of the Brazilian adult education theorist, Paulo Freire, and the Russian literary critic and philosopher, Mikhail Bakhtin. While there are commonalities in their understanding of dialogue, they differ in their treatment of dialectic. This paper addresses commonalities and dissonances within a Bakhtin‐Freire dialogue on the notions of dialogue and dialectic. It then teases out some of the implications …
Dialogic spaces
This paper develops the notions of dialogue and dialogic space in relation to adult education projects with emancipatory agendas. It explores the philosophical genealogy of the notion of dialogue in order to establish a basis for the concept of dialogic space, surveying the works of seminal figures such as Plato, Buber, Bakhtin, Habermas and Freire. The literature survey identifies key themes and linkeages among theorists of dialogue. The paper g…
Navigating the ethical maze in disability research
Despite changes in how disability is viewed, ethical requirements for disability research have hardly changed. Some ethical clearance procedures, processes and practices still consider persons with disabilities as not able, creating unease among researchers and research participants with disabilities themselves. This paper considers five ethical contestations arising from research in the area of disability in an African context: positionality, vu…
Troubling power dynamics
Although a proliferation of participatory studies has explored youth sexuality in the African context, very few studies have included youth with disabilities. This is inevitably a result of the misconceptions surrounding disabled sexualities and youth with disabilities' competence in undertaking research. This article argues against these misconceptions by outlining a participatory sexuality study that worked with youth with disabilities as co-re…
Cross-learning
Sub-Saharan Africa is the region of the world most affected by HIV & AIDS, accounting for two-thirds of the global burden of the pandemic. People with disabilities are regarded as a high-risk group for HIV but have been largely neglected in programmes of education, treatment and support. This paper examines the possibilities for a learning dialogue between the HIV & AIDS and disability movements in an African context. It draws on a three-country …
Dialogic spaces
This paper develops the notions of dialogue and dialogic space in relation to adult education projects with emancipatory agendas. It explores the philosophical genealogy of the notion of dialogue in order to establish a basis for the concept of dialogic space, surveying the works of seminal figures such as Plato, Buber, Bakhtin, Habermas and Freire. The literature survey identifies key themes and linkeages among theorists of dialogue. The paper g…
Bakhtin and Freire
Dialogue is a seminal concept within the work of the Brazilian adult education theorist, Paulo Freire, and the Russian literary critic and philosopher, Mikhail Bakhtin. While there are commonalities in their understanding of dialogue, they differ in their treatment of dialectic. This paper addresses commonalities and dissonances within a Bakhtin‐Freire dialogue on the notions of dialogue and dialectic. It then teases out some of the implications …
Cross-learning
Sub-Saharan Africa is the region of the world most affected by HIV & AIDS, accounting for two-thirds of the global burden of the pandemic. People with disabilities are regarded as a high-risk group for HIV but have been largely neglected in programmes of education, treatment and support. This paper examines the possibilities for a learning dialogue between the HIV & AIDS and disability movements in an African context. It draws on a three-country …
Troubling power dynamics
Although a proliferation of participatory studies has explored youth sexuality in the African context, very few studies have included youth with disabilities. This is inevitably a result of the misconceptions surrounding disabled sexualities and youth with disabilities' competence in undertaking research. This article argues against these misconceptions by outlining a participatory sexuality study that worked with youth with disabilities as co-re…
Navigating the ethical maze in disability research
Despite changes in how disability is viewed, ethical requirements for disability research have hardly changed. Some ethical clearance procedures, processes and practices still consider persons with disabilities as not able, creating unease among researchers and research participants with disabilities themselves. This paper considers five ethical contestations arising from research in the area of disability in an African context: positionality, vu…
A Necessary Dialogue
This article is premised on the understanding that there are multiple dimensions of the case-theory relation and examines four of these: theory of the case, theory for the case, theory from the case, and a dialogical relation between theory and case. This fourth dimension is the article's key contribution to theorizing case study. Dialogic engagement between theory and case study creates rich potential for mutual formation and generative tension.…
An adult learning perspective on disability and microfinance
The case of a person with visual impairment suggests that persons with disabilities face multiple barriers regarding microfinance, including social, psychological and educational. However, his own agency and attitudes were also of importance as they influenced his learning. Viewing these barriers as blockades can lead to non-participation in learning and engagement with microfinance whereas viewing them as surmountable hurdles can potentially mot…
Teachers’ subjectivities and emotionality in HIV/Aids teaching
Schools play a significant role in conveying essential knowledge, skills and attitudes about HIV and AIDS to millions of learners, and are therefore at the forefront of addressing the HIV/AIDS pandemic. This has resulted in a shift in HIV/AIDS research to focus on the crucial role of teachers in HIV prevention. This paper explores the influence of teachers' subjectivities and emotionality on their teaching about HIV/AIDS. The paper draws on quali…
From deficit to apposite
Jesus talks to the Samaritan woman
The contemporary world is characterised by the dehumanisation of “the other” on multiple grounds. Jesus’ encounter with the Samaritan woman (John 4:1-42) sheds light on his attitude towards, and his engagement with her as a conventional “other” for Jews. This article aims to explain their dialogic encounter as an informal teaching and learning event against the backdrop of Jew-Samaritan relations and the status and roles of women in New Testament…
Dialogue, Horizon and Chronotope
The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘custome…
Sociology (10 works) · Psychology (6 works) · Political science (5 works) · Context (archaeology (4 works) · Disability Rights and Representation (4 works) · Epistemology (4 works) · Gender Studies (4 works) · Philosophy (4 works) · Philosophy (4 works) · Russian Literature and Bakhtin Studies (4 works)