Ansurie Pillay

Transformative and critical education praxis in a teacher education lecture room

ABSTRACTThe author of this article argues for an empowerment and transformation agenda in teacher education to confront the realities present in South Africa. The article draws on a two-year participatory action research study in a School of Education at a South African university. Using the core principles of critical pedagogy, the student teachers, working with literary texts as catalysts, committed themselves to transformation towards justice, equality, democracy and freedom and to becoming agents of change in their classrooms. Findings from the study revealed, firstly, the importance of recognising and using student teachers’ cultural capital and the historical, social, economic and political contexts that shape their lives. Secondly, while supportive environments of trust are conducive to learning, elements of provocation and discomfort are integral to critical reflection and to the disruption of student teachers’ thinking. More importantly, student teachers need to learn how to disrupt oppressive pr...

A Snapshot of Action Research in and by Higher Education in Southern Africa

In this brief overview of action research in higher education in southern Africa, the authors, all of whom are academic leaders in action research in this region, report on the successes and challenges of conducting action research in settings where its methodological validity and rigor are still questioned by many mainstream academics. This chapter provides rich evidence of the transformational potential of action research to make a difference in the lives of both researchers and participants, particularly within contexts of poverty and disadvantage. Much of the work being done is the result of various networks and partnerships with international academics and global funders, an important factor that needs to be developed to advance action research in this region, while retaining an African flavor.

Interrogating gender inequality to address gender violence: Using literary texts as catalysts in an English Education lecture-room

abstract In this briefing I argue for the necessity to confront sexist values articulated by student teachers. I contend that acceptance of gender inequalities enables gender violence, and student teachers are well placed to serve as advocates for gender equality and activists against gender violence in schools. I present findings from a two-year participatory action research (PAR) study that used literary texts as catalysts to interrogate issues of gender inequality and violence. The study was underpinned by critical pedagogy and asserted an empowerment and transformation agenda. Using qualitatively analysed data from observations, interviews, focus-groups and written tasks, I found that when the student teachers, the majority of whom were female, discussed representations of gender inequality in the literary texts, they articulated an acceptance of patriarchy. While they understood that patriarchy and gender violence needed to be denounced, they perpetuated those values. The study thus had to engage them to confront such values. However, as the cycles of the study proceeded, they were able to interrogate issues of gender from an informed position and thus engender their journeys towards empowerment and transformation.