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dc.contributor.authorJarvis, Janet
dc.date.accessioned2019-04-03T07:10:26Z
dc.date.available2019-04-03T07:10:26Z
dc.date.issued2018
dc.identifier.citationJavis, J. 2018. Restorying for transdisciplinarity: a proposed teaching-learning strategy in a context of Human Rights Education TD: The Journal for Transdisciplinary Research in Southern Africa, 14(2):1-9. [http://dspace.nwu.ac.za/handle/10394/3605]en_US
dc.identifier.issn1817-4434
dc.identifier.issn2415-2005 (Online)
dc.identifier.urihttp://hdl.handle.net/10394/32116
dc.description.abstractHuman Rights Education can provide a context for transdisciplinary boundary talk as a possible way to create cohesion among the multiple disciplines embedded within the Social Sciences. This article presents a teaching-learning strategy, Empathetic-Reflective-Dialogical Restorying, which can be employed to facilitate such boundary talk. Both self-dialogue and self-narrative are used to create open space stories. This provides a platform for restorying as Social Science postgraduate students at a South African higher education institution engage in the space between, across and beyond academic disciplines. Conversation centres on the human right to gender equality as informed by the individual’s substantial and situational identities. The teaching-learning strategy introducing as it does, communities in conversation, communities in dialogue and communities for transformation, can be used to create possible cohesion among both academics and students in the Social Sciences. It also has the potential to be transformative beyond the Social Sciences and indeed, society at large.en_US
dc.description.urihttps://doi.org/10.4102/td.v14i2.483
dc.language.isoenen_US
dc.publisherAOSISen_US
dc.subjectEmpathetic-reflective-dialogical restoryingen_US
dc.subjectCommunities in conversationen_US
dc.subjectCommunities in dialogueen_US
dc.subjectCommunities for transformationen_US
dc.subjectHuman rights educationen_US
dc.subjectTransdisciplinary boundary talken_US
dc.titleRestorying for transdisciplinarity: a proposed teaching-learning strategy in a context of Human Rights Educationen_US
dc.typeArticleen_US
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