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dc.contributor.authorDavis, Danya
dc.contributor.authorSteyn, Melissa
dc.date.accessioned2016-07-21T14:19:50Z
dc.date.available2016-07-21T14:19:50Z
dc.date.issued2012-12
dc.identifier.citationDavis, D., & Steyn, M. (2012). Teaching social justice: reframing some common pedagogical assumptions. Perspectives in Education: Rethinking citizenship and social justice in education: Special Issue, 30(4), 29-38.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.urihttp://hdl.handle.net/11660/3807
dc.description.abstractDrawing on scholarship in Critical Pedagogy, this article speaks to the debate about pedagogical approaches within social justice education (SJE). The article addresses itself to privileged positionality within the context of university-based SJE, with a specific focus on race and whiteness. As a conceptual piece, it addresses some key considerations when working with liberatory pedagogies towards conscientising people from dominant positionalities, challenging some pedagogical assumptions that have achieved virtual common sense status. It indicates that we should reframe student resistance, cautions about uncritical use of dialogue and student experience in methodologies, and problematizes the advocacy of safety as a prerequisite for SJE. We end by outlining the reasons why firmly challenging students, though uncomfortable and controversial, may be necessary.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectSocial justice educationen_ZA
dc.subjectWhitenessen_ZA
dc.subjectPedagogyen_ZA
dc.subjectCritical pedagogyen_ZA
dc.subjectResistanceen_ZA
dc.subjectDialogueen_ZA
dc.subjectStudent experienceen_ZA
dc.subjectRaceen_ZA
dc.subjectSafetyen_ZA
dc.subjectDiscomforten_ZA
dc.titleTeaching social justice: reframing some common pedagogical assumptionsen_ZA
dc.typeArticleen_ZA


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