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dc.contributor.authorMgqwashu, Emmanuel Mfanafuthi
dc.date.accessioned2016-07-21T07:41:45Z
dc.date.available2016-07-21T07:41:45Z
dc.date.issued2011
dc.identifier.citationMgqwashu, E. M. (2011). Reflexive pedagogy for reading across the curriculum: The University of KwaZulu-Natal Faculty of Education experience. Perspectives in Education, 29(4), 22-37.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2415-0509 (online)
dc.identifier.urihttp://hdl.handle.net/11660/3619
dc.description.abstractThis 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.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectReflexive pedagogyen_ZA
dc.subjectReading across the curriculumen_ZA
dc.subjectSubjectivist epistemologyen_ZA
dc.subjectQualitative evaluationen_ZA
dc.subjectGenreen_ZA
dc.subjectAbility gapen_ZA
dc.subjectEpistemological accessen_ZA
dc.titleReflexive pedagogy for reading across the curriculum: the University of KwaZulu-Natal Faculty of Education experienceen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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