Reflexive pedagogy for reading across the curriculum: the University of KwaZulu-Natal Faculty of Education experience
Mgqwashu, Emmanuel Mfanafuthi
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This article is a qualitative evaluation of the role of reflexive pedagogy; a pedagogic approach used in a first year, academic literacy compulsory module for all first year Bachelor of Education (B. Ed) students offered by the School of Language, Literacies, Media and Drama Education at the University of KwaZulu-Natal. The module is called Academic Learning in English (ALE). Its objective is to assist students in the process of enhancing their skills in reading and writing so that they become effective learners in the university environment. Located within the philosophy of subjectivist epistemology and qualitative methodology, the article uses semi-structured interview questions, students’ assignments and one lecturer’s written comments on these assignments and the module worksheets as the sources of data. These are used to carry out the qualitative evaluation of reflexive pedagogy. The findings indicate that, as educationists, and for the realisation of the post-apartheid ideals in South Africa, reflexive pedagogy has the potential to undo school classroom practices that evolved in western education systems to reward the elite and marginalise the majority.