Humanising higher education in South Africa through dialogue as praxis

Bibliographic Data

ID6142876
AuthorsCornelia Roux (Science North), Anne Becker (0000-0002-5232-7334, Science North)
Year2016
Volume5
Issue1
Pages131-143
Publication date2016-04-01
Open AccessYes
TypeARTICLE
VenueEducational Research for Social Change (JOURNAL)
Journal identifiersISSN: 2221-4070 • E-ISSN: 2221-4070
PublisherAcademy of Science of South Africa (PUBLISHER • ZA)
DOI10.17159/2221-4070/2016/v5i1a8
OpenAlexW2494822067
SciELOS2221-40702016000100009
LanguageEN
Citations received5
References cited4

Freire (1993) premised his pedagogical theory on the assumption that humanisation is the fundamental objective of education, and he emphasised the role of dialogue as praxis in achieving this. In South Africa, race has played a constitutive and dehumanising role in higher education since its beginnings during colonialism and apartheid (Soudien, 2015, 2016). During 2014 and 2015, higher education in South Africa came under attack from various student organisations for alleged discrimination, racism, and exclusive practices. We conclude that these conditions are interrelated and point to the possibilities of humanising post-1994 higher education. We use qualitative data from the NRF-funded project, Human rights literacy: a quest for meaning (Roux & du Preez, 2013) to explore student teachers' experiences of implicit and explicit exclusion, racism, and discrimination at institutions of higher education in South Africa

Pedagogy · Political science · Praxis · Sociology · Collaborative Teaching and Inclusion · Higher Education Practises and Engagement · South African History and Culture

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