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dc.contributor.authorZinn, Denise
dc.contributor.authorRodgers, Carol
dc.date.accessioned2016-07-21T09:41:42Z
dc.date.available2016-07-21T09:41:42Z
dc.date.issued2012-12
dc.identifier.citationZinn, D., & Rodgers, C. (2012). A humanising pedagogy: getting beneath the rhetoric. Perspectives in Education: Rethinking citizenship and social justice in education: Special Issue, 30(4), 76-87.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3705
dc.description.abstractIn this article, the authors situate and make an argument for a humanising pedagogy in response to the legacy of a dehumanising past in South Africa. They describe the inquiry into a humanising pedagogy by means of mining stories of living and learning in South Africa. The authors explain how the meanings and praxis of a humanising pedagogy unfold as the story of the work unfolds. One result of the work has been a working collection of “Statements of awareness” that are authentic and significant, though still evolving, which frame a humanising pedagogy.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectHumanising pedagogyen_ZA
dc.subjectHumanising praxisen_ZA
dc.subjectNarrative inquiryen_ZA
dc.subjectLiberatory educationen_ZA
dc.subjectEmancipatory methodologyen_ZA
dc.titleA humanising pedagogy: getting beneath the rhetoricen_ZA
dc.typeArticleen_ZA


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