Addressing dualisms in student perceptions of a historically white and black university in South Africa

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carolissen_addressing_2016.pdf(396.87 KB)
Date
2016
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
Abstract
Normative discourses about higher education institutions may perpetuate stereotypes about institutions. Few studies explore student perceptions of universities and how transformative pedagogical interventions in university classrooms may address institutional stereotypes. Using Plumwood’s notion of dualism, this qualitative study analyses unchallenged stereotypes about students’ own and another university during an inter-institutional collaborative research and teaching and learning project. The project was conducted over 3 years and 282 psychology, social work and occupational therapy students from a historically black and white institution in South Africa, participated in the study. Both black and white students from differently placed higher education institutions display prejudices and stereotypes of their own and other institutions, pointing to the internalization and pervasiveness of constructions and hegemonic discourses such as whiteness and classism. It is important to engage with subjugated student knowledges in the context of transformative pedagogical practices, to disrupt dominant views and cultivate processes of inclusion in higher education. Keywords: dualisms, higher education, inclusion, transformative pedagogies, South Africa.
Description
CITATION: Carolissen, R. & Bozalek, V. 2016. Addressing dualisms in student perceptions of a historically white and black university in South Africa. Race Ethnicity and Education, 20(30):344-357, doi:10.1080/13613324.2016.1260229.
The original publication is available at http://www.tandfonline.com
Keywords
Cultural pluralism, Higher education, Post-apartheid era -- South Africa, Transformative learning, Dualism
Citation
Carolissen, R. & Bozalek, V. 2016. Addressing dualisms in student perceptions of a historically white and black university in South Africa. Race Ethnicity and Education, 20(30):344-357, doi:10.1080/13613324.2016.1260229
URI
http://hdl.handle.net/10019.1/100670
Collections
Research Articles (Educational Psychology)