Using participatory and visual arts-based methodologies to promote sustainable teaching and learning ecologies: through the eyes of preservice teachers

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Date
2013Author
Khau, Mathabo
De Lange, Naydene
Athiemoolam, Logamurthie
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The National Framework for Quality Education in Rural Areas (DoE, 2006) draws
attention to education in rural ecologies and scrutinises the role of HEIs in developing
teachers who understand the diverse contexts and who are able to facilitate quality
teaching and learning in such contexts. Drawing from the project ‘New teachers for new
times: Visual methodologies for social change in rural education in the age of AIDS’, this
article explores how the use of participatory and visual arts-based methodologies at a
rural school can lead to sustainable teaching and learning environments that promote
transformative and emancipatory classrooms. We draw on the focus group discussions
held at the end of each school day as debriefing sessions with the six Intermediate Phase
pre-service teachers4 reflecting on their experiences of professional development and
what was learnt about using ‘new’ methodologies in a rural farm school. We argue that
when a cohort of pre-service teachers work together with in-service teachers using
emancipatory pedagogies in a rural context, classrooms can get transformed into enabling
and democratic spaces conducive for teaching and learning for all.