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A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions

dc.contributor.authorCollett, K. S.en_ZA
dc.contributor.authorVon Der Heyden, B.en_ZA
dc.contributor.authorPott, R. W. M.en_ZA
dc.contributor.authorStander, J.en_ZA
dc.date.accessioned2018-12-04T06:25:07Z
dc.date.available2018-12-04T06:25:07Z
dc.date.issued2018
dc.identifier.citationCollett, K. S., et al. 2018. A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions. South African Journal of Higher Education, 32(6):582-603, doi:10.20853/32-6-2983en_ZA
dc.identifier.issn1753-5913 (online)
dc.identifier.issn1011-3487 (print)
dc.identifier.otherdoi:10.20853/32-6-2983
dc.identifier.urihttp://hdl.handle.net/10019.1/104766
dc.descriptionCITATION: Collett, K. S., et al. 2018. A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions. South African Journal of Higher Education, 32(6):582-603, doi:10.20853/32-6-2983.
dc.descriptionThe original publication is available at http://www.journals.ac.za/index.php/sajhe
dc.description.abstractChallenges experienced in the higher education context require new academics to engage with issues of social justice in their pedagogical practices. This article focuses on such challenges and how these are met by the authors, who are new academics from two higher education institutions in South Africa. Using a collaborative auto-ethnographic approach to analyse and interpret practices from different disciplines and higher education institutions, critical insights into ‘response-able pedagogies’ are highlighted. ‘Response-able pedagogies’ may be described as those which foreground attentiveness, responsibility, curiosity and capability, are used as a lens to examine the pedagogical practices of the authors, as new academics. This lens is useful in that it illuminates ethical dimensions of how a socially just pedagogy might be enacted in disparate South African higher education contexts. Issues of language, academic literacies, resources, employability, cultural diversity, large classes, and student abilities are reflected upon in relation to new academics’ engagement with socially just pedagogies. The paper is intended to be a useful resource specifically, but not exclusively for, new academics entering the field of higher education in South Africa.en_ZA
dc.description.urihttp://www.journals.ac.za/index.php/sajhe/article/view/2983
dc.format.extent22 pages : illustrations (some colour)en_ZA
dc.language.isoen_ZAen_ZA
dc.publisherHESAen_ZA
dc.subjectLectures and lecturing -- South Africaen_ZA
dc.subjectEducation, Higher -- Political aspects -- South Africaen_ZA
dc.subjectEducation, Higher -- Social aspects -- South Africaen_ZA
dc.titleA collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutionsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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