Exploring shame and pedagogies of discomfort in critical citizenship education
Abstract
Background: Social transformation in South Africa is a sensitive issue because of the historical
realities of segregation and past injustices.
Aim: To address transformation, Visual Communication Design students were asked to design
an exhibition, event, sculpture or garden to memorialise the forced removals that took place on
the site of the current Arts and Social Sciences Building of Stellenbosch University and to
thereby contribute with their own ‘voices’ to an event or exhibition.
Setting: The focus of the project was to memorialise the forced removals that occurred on the
place known then as Die Vlakte. The aim was to investigate the reactions of students and
community members to explore how a visual communication project prepared them or failed
to prepare them for dealing with social injustice.
Methods: A case study research design was applied, and inductive qualitative content analysis
was used in processing and organising data. The theoretical framework included critical
citizenship education, social justice, pedagogy of discomfort, shame and white shame.
Results: Critical citizenship education may form part of pedagogies of discomfort, and shame
may be used positively as we ask students to negotiate emotionally charged subjects through
visual communication.
Conclusion: As the case studies have shown, students are capable of identifying sources of
discomfort and growing from them to perceive a local historic event in a more sensitive and
inclusive way.