Browsing by Author "Waghid, Faiq"

Now showing 1 - 5 of 5
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    Cultivating critical pedagogy using educational technologies in life sciences classrooms
    (SUN MeDIA Bloemfontein, 2011) Waghid, Faiq
    This article explores the use of educational technologies in Grades 10 to 12 Life Sciences classrooms at a local high school in the Western Cape. The application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development. By reflecting on my own professional development as a science teacher, I show that the use of educational technologies cultivates moments of critical pedagogy which link strongly with reflective teaching, critical thinking and transformative learning. Educational technologies can enhance reflective teaching whereby teachers can take theories and expertise in their practice seriously, organise their classrooms to facilitate critical learning, and address broader institutional and social issues.
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    On the democratisation of science education through Facebook : implications for autonomy, equality and teacher education in universities
    (UNISA Press, 2015) Waghid, Faiq
    In this article I offer a defence for using educational technology to democratise classroom practices in relation to science education and teacher education at universities. My contention is that educational technology, more specifically using Facebook, can engender pedagogical action among learners and educators that resonates with democratic practices. In other words, using educational technology in science and teacher education can enhance learner autonomy and equality, so that critical, self-reflexive thinking and disruptive thought and action, respectively, can be cultivated through technology-assisted education.
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    Technology and professional development towards critical teaching and learning : a narrative account
    (Stellenbosch : University of Stellenbosch, 2011-03) Waghid, Faiq; Reddy, C. P. S.; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This thesis explores the use of educational technologies in grades 10 to 12 life sciences classrooms at a local high school. I argue that the application of educational technologies in science classrooms has the potential to engender critical teaching and learning, and to contribute to professional development. By reflecting on my own professional development as a science teacher over the past three years (2008-2010), I show that the use of educational technologies cultivates moments of critical pedagogy that link strongly with reflective teaching, critical thinking and transformative learning. Drawing on two intertwined narratives, I show how educational technologies can enhance reflective teaching whereby, firstly, teachers can take seriously theories and expertise in their practices; secondly, organise their classrooms so as to facilitate critical learning; and, thirdly, take up broader institutional and social issues. In addition, I show that the use of educational technologies opens up pedagogical spaces for critical thinking and transformative learning – that is, whereby learners learn creatively, actively, engagingly and reflecting on their own practices.
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    Towards the democratisation of senior phase school science through the applicatin of educational technology
    (Stellenbosch : Stellenbosch University, 2013-12) Waghid, Faiq; Le Grange, L. L. L.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in schools. In the main, this study shows that educational technology can contribute to the democratisation of science education in classrooms in relation to teaching contentious issues in the current life sciences school curriculum on three levels: firstly, learners and educators can experience enhanced levels of participation, collaboration and deliberation through Facebook; secondly, learners can construct personal learning contexts as a testament to the sense of autonomy they have (and can acquire) in learning about life sciences, particularly as they endeavour to nurture their critical and problem-solving skills, construct and apply life sciences knowledge, and integrate understandings of life sciences into the context of societal change; and thirdly, learners and educators can cultivate equal partnerships in the sense that equality refers to their insistence to „rupture‟ and „disrupt‟ pedagogical activities in the life sciences classroom. Finally, this study also reveals that critical teaching and learning in the life sciences classroom cannot be oblivious to poststructuralist thought on learning to think and act rhizomatically as opposed to hierarchically and linearly, and that exercising one‟s individual autonomy through a claim to intellectual equality can simply be pedagogical ingredients that can further enhance democratic science education in schools.
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    A wake-up call : equity, inequality and Covid-19 emergency remote teaching and learning
    (Springer, 2020-09-23) Czerniewicz, Laura; Agherdien, Najma; Badenhorst, Johan; Belluigi, Dina; Chambers, Tracey; Chili, Muntuwenkosi; De Villiers, Magriet; Felix, Alan; Gachago, Daniela; Gokhale, Craig; Ivala, Eunice; Kramm, Neil; Madiba, Matete; Mistri, Gitanjali; Mgqwashu, Emmanuel; Pallitt, Nicola; Prinsloo, Paul; Solomon, Kelly; Strydom, Sonja C.; Swanepoel, Mike; Waghid, Faiq; Wissing, Gerrit
    Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’ to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20– 32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality - vital, resource and existential - exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.