Sharon Auld
Biographic Data
| ID | 667546 |
|---|---|
| NAME | Sharon Auld |
| GIVEN NAMES | Sharon |
| FAMILY NAME | Auld |
| SIGNATURE | AULD S |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0002-3057-3921 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Seeing Through the Lens: Using Visual Autoethnography to Challenge Educator Neutrality in Postgraduate Psychology Education
Higher education is increasingly shaped by pressures to improve efficiency, meet performance targets, and demonstrate measurable outcomes. In psychology education, these demands can limit opportunities to engage with the historical and social factors that shape knowledge and practice. In South Africa, these challenges are compounded by the continuing legacies of colonialism and apartheid. This study explores educator-led visual autoethnography as…
Legitimacy in Action: Theatre as Pedagogy, Advocacy and Civil Engagement in the Global South
This study investigates how theatre-based pedagogy can legitimize advocacy within postgraduate psychology education in South Africa. Conducted with 20 students through participatory action research, the project integrated role-play, ensemble performance, reflective essays and advocacy artefacts. Data were analysed thematically using an integrated visual–textual approach. Findings indicated that students redefined legitimacy as a dynamic, co-const…
Role-Play as a Pedagogical Strategy to Assist Postgraduate Psychology Students Engage with the Social Embeddedness of Trauma
While it is now widely accepted that any understanding of PTSD needs to be contextualised within cultural parameters, there is a lack of pedagogical strategies to assist postgraduate psychology students engage with both the psychodynamic and socio-political aspects of trauma. To assist, role-play is put forward as a teaching strategy, enabling students to explore the impact of taken-for-granted attitudes, social norms and values on how traumatic …
Autoethnography as a Pedagogical Tool for Developing Culturally Situated Psychotherapeutic Practice
To transform traditional postgraduate psychotherapeutic training programmes, we need educational strategies which acknowledge every clinical interaction as culturally situated. Autoethnography is put forward as a method of research-based self-study which can enable students to foster an awareness of the social unconscious. This approach can aid students bridge the gap between social order and the individual psyche, allowing the conceptualisation …
The Social Construction of PTSD: The Case of the ‘Old Guard’ Policemen After South African Democracy
Autoethnography as a Pedagogical Tool for Developing Culturally Situated Psychotherapeutic Practice
To transform traditional postgraduate psychotherapeutic training programmes, we need educational strategies which acknowledge every clinical interaction as culturally situated. Autoethnography is put forward as a method of research-based self-study which can enable students to foster an awareness of the social unconscious. This approach can aid students bridge the gap between social order and the individual psyche, allowing the conceptualisation …
The Social Construction of PTSD: The Case of the ‘Old Guard’ Policemen After South African Democracy
Role-Play as a Pedagogical Strategy to Assist Postgraduate Psychology Students Engage with the Social Embeddedness of Trauma
While it is now widely accepted that any understanding of PTSD needs to be contextualised within cultural parameters, there is a lack of pedagogical strategies to assist postgraduate psychology students engage with both the psychodynamic and socio-political aspects of trauma. To assist, role-play is put forward as a teaching strategy, enabling students to explore the impact of taken-for-granted attitudes, social norms and values on how traumatic …
Autoethnography as a Pedagogical Tool for Developing Culturally Situated Psychotherapeutic Practice
To transform traditional postgraduate psychotherapeutic training programmes, we need educational strategies which acknowledge every clinical interaction as culturally situated. Autoethnography is put forward as a method of research-based self-study which can enable students to foster an awareness of the social unconscious. This approach can aid students bridge the gap between social order and the individual psyche, allowing the conceptualisation …
Seeing Through the Lens: Using Visual Autoethnography to Challenge Educator Neutrality in Postgraduate Psychology Education
Higher education is increasingly shaped by pressures to improve efficiency, meet performance targets, and demonstrate measurable outcomes. In psychology education, these demands can limit opportunities to engage with the historical and social factors that shape knowledge and practice. In South Africa, these challenges are compounded by the continuing legacies of colonialism and apartheid. This study explores educator-led visual autoethnography as…
Legitimacy in Action: Theatre as Pedagogy, Advocacy and Civil Engagement in the Global South
This study investigates how theatre-based pedagogy can legitimize advocacy within postgraduate psychology education in South Africa. Conducted with 20 students through participatory action research, the project integrated role-play, ensemble performance, reflective essays and advocacy artefacts. Data were analysed thematically using an integrated visual–textual approach. Findings indicated that students redefined legitimacy as a dynamic, co-const…
Academic and Historical Perspectives in Psychology (3 works) · Politics (3 works) · Psychology (3 works) · Sociology (3 works) · Autoethnography (2 works) · Community Health and Development (2 works) · Participatory Visual Research Methods (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychoanalysis (2 works)