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Teaching citizenship in visual communication design : reflections of an Afrikaner

dc.contributor.authorCostandius, Elmarieen_ZA
dc.date.accessioned2017-05-30T10:29:29Z
dc.date.available2017-05-30T10:29:29Z
dc.date.issued2012
dc.identifier.citationCostandius, E. 2012. Teaching citizenship in visual communication design: reflections of an Afrikaner, in B. Leibowitz (ed.). Higher Education for the Public Good: views from the South. Stellenbosch: SUN MeDIA. 191-201. doi:10.18820/9781928357056/15.en_ZA
dc.identifier.isbn978-1-920338-88-6en_ZA
dc.identifier.issn978-1-928357-05-6 (ebook)en_ZA
dc.identifier.otherdoi:10.18820/9781928357056/15
dc.identifier.urihttp://hdl.handle.net/10019.1/101620
dc.descriptionCITATION: Costandius, E. 2012. Teaching citizenship in visual communication design: reflections of an Afrikaner, in B. Leibowitz (ed.). Higher Education for the Public Good: views from the South. Stellenbosch: SUN MeDIA. 191-201. doi:10.18820/9781928357056/15.en_ZA
dc.descriptionThe original publication is available from AFRICAN SUNMeDIA - www.sun-e-shop.co.zaen_ZA
dc.description.abstractIntroduction: An academic institution’s focus of learning is usually on students, while the learning of lecturers is often regarded as being of secondary importance. Is it true, as the old adage has it, that the best way to learn is to teach? And, if so, is the learning that takes place mostly content-driven learning or reflective? This chapter describes the learning that occurred through a citizenship module that aimed to change the perceptions and attitudes of students, and also my own reflective experience of the process, which I realised was also a journey in personal learning.en_ZA
dc.format.extent11 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherSUN MeDIAen_ZA
dc.relationHigher Education for the Public Good: Views from the Southen_ZA
dc.relation.haspartAfterworden_ZA
dc.relation.haspartAn evaluative framework for a socially just institutionen_ZA
dc.relation.haspartCritical professionalism: a lecturer attribute for troubled timesen_ZA
dc.relation.haspartGraduate attributes for the public good: a case of a research-led universityen_ZA
dc.relation.haspartHopeful teacher education in South Africa: Towards a politics of humanityen_ZA
dc.relation.haspartIntroduction: Reflections on higher education and the public gooden_ZA
dc.relation.haspartSelf study as a mechanism to foster hopeful teachingen_ZA
dc.relation.haspartTowards a pedagogy of hybridity, reconciliation and justiceen_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101763en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101662en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101660en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101661en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101664en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101665en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101655en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101654en_ZA
dc.relation.urihttp://hdl.handle.net/10019.1/101653en_ZA
dc.subjectEducation, Higher -- Social aspects -- South Africaen_ZA
dc.subjectUniversities and colleges -- Curricula -- South Africaen_ZA
dc.subjectCritical citizenship educationen_ZA
dc.subjectCitizenship in visual communication design -- Reflectionsen_ZA
dc.titleTeaching citizenship in visual communication design : reflections of an Afrikaneren_ZA
dc.typeChapters in Booksen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderBrenda Leibowitzen_ZA


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