Empathetic-reflective-dialogical re-storying: A teaching–learning strategy for life orientation
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Abstract
This article presents a teaching–learning strategy that has been employed in recent small-scale
research projects at a South African higher education institution, and more specifically, in the
School of Education. Bachelor of Education Honours students enrolled for a module entitled
Contemporary Issues in Life Orientation participated in the studies in 2017 and 2018.
The introduction of empathetic-reflective-dialogical re-storying as a teaching–learning strategy
created a space for these male and female students to explore their self-dialogue in relation to
their understandings and lived experiences of human rights issues, and in this case, gender
inequality. This teaching–learning strategy created the opportunity for pre-service teachers to
become agents of their own learning as they considered entrenched beliefs and worldviews
and co-constructed (re-storied) previously held narratives. By sharing their self-narratives in a
community in conversation and then in a community in dialogue with their ‘other’, the
possibility existed for creating new knowledges. This strategy, serving a decolonisation
agenda, adopts a transdisciplinary approach. It encourages reflection and reflexivity that can
transform technicist classroom practice into potentially transformative classroom praxis.
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Jarvis, J. 2021. Empathetic-reflective-dialogical re-storying: A teaching–learning strategy for life orientation. TD: The Journal for Transdisciplinary Research in Southern Africa, 17(1):1 - 7. [http://dspace.nwu.ac.za/handle/10394/3605]