Knowledge as a Tool for Identity Development and Social Transformation
A Case of a Teacher’s Activist Transformative Agency in Post-Apartheid South Africa’s Schooling
Bibliographic Data
| ID | 21706084 |
|---|---|
| Authors | Azwihangwisi E Muthivhi (0000-0002-9821-2794, corresponding author) |
| Year | 2021 |
| Volume | 22 |
| Issue | 1 |
| Pages | 181-219 |
| Publication date | 2021-12-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Outlines Critical Practice Studies (JOURNAL) |
| Journal identifiers | ISSN: 1399-5510 • E-ISSN: 1904-0210 |
| Publisher | Det Kgl. Bibliotek/Royal Danish Library (PUBLISHER) |
| DOI | 10.7146/ocps.v22i1.121444 |
| OpenAlex | W4210893543 |
| Language | EN |
| Citations received | 2 |
| References cited | 6 |
Inspired by recent advances in research on transformative agency development, and applying relevant conceptual and analytical tools, the paper explores a teacher’s enactment of transformative pedagogy unfolding in the first decade of South Africa’s post-apartheid political transformation. The paper explores the teacher’s struggles for social transformation and self-realization, waged through classroom teaching and learning, blended with culturally situated knowledge practices. That is, the teacher creatively brings together two initially contradictory knowledge practices of schooling vis-à-vis non-school knowledge practices. In this, the teacher challenges assumptions of immanent discontinuities between formal school knowledge on the one hand, and the non-school, culturally situated knowledge traditions and community practices on the other hand. The teacher therefore purposefully connects school knowledge—meaningfully, with culturally situated knowledge practices. Consequently, the teacher enables learners to reflect on personal experiences and culturally situated practices while simultaneously subjecting concepts and ideas to reflection, from the standpoint of learners’ culturally situated knowledge—including community practices
Aesthetics · Indigenous · Mathematics education · Pedagogy · Situated · Situated learning · Social science · Sociology · Traditional knowledge · Transformative learning · Adult and Continuing Education Topics · Computer Science · Global Educational Policies and Reforms · Psychology · Teacher Education and Leadership Studies
From design experiments to formative interventions
Connecting Learning and Identity Development through a Transformative Activist Stance
Applying a Sociocultural Approach to Vygotskian Academia
Critical Challenges in Cultural-Historical Activity Theory
Cultural People and Cultural Contexts
Situated Learning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |