Motivation and emotional praxis: a collaborative autobiographical narrative of TVET college students from lower socio-economic backgrounds

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dc.contributor.advisorMuller, M.
dc.contributor.authorMotai, Collins Dumisani Morgan
dc.date.accessioned2021-05-13T07:13:23Z
dc.date.available2021-05-13T07:13:23Z
dc.date.issued2020-06
dc.description.abstractIn this qualitative study, I focused on understanding the role of emotions in promoting social justice for students from lower socio-economic backgrounds at TVET colleges. The study also looked at the possibility of decolonising TVET colleges by focusing on emotional experiences and enhancing learning motivation for students from lower socio-economic backgrounds. Consistent with Zembylas’s critical emotional praxis theory, the participants collaboratively shared their stories of emotions encountered in their spaces, and created a collective biography based on emotional experiences, decolonisation, social justice and learning motivation. The collective biography revealed that there are certain emotions and practices that should be taken into consideration when lecturers are working with students from lower socio-economic backgrounds at TVET colleges.en_ZA
dc.identifier.urihttp://hdl.handle.net/11660/11068
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.Ed. (Higher Education Studies))--University of the Free State, 2020en_ZA
dc.subjectEmotional praxisen_ZA
dc.subjectEmotionsen_ZA
dc.subjectLower socio-economic backgroundsen_ZA
dc.subjectDecolonisationen_ZA
dc.subjectSocial justiceen_ZA
dc.subjectLearning motivationen_ZA
dc.subjectCollaborative autobiographyen_ZA
dc.subjectCollective biographyen_ZA
dc.titleMotivation and emotional praxis: a collaborative autobiographical narrative of TVET college students from lower socio-economic backgroundsen_ZA
dc.typeDissertationen_ZA
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