Vol. 21 No. 2 (2017): Themed Issue: Socially Just Pedagogies in Higher Education

Published: 2017-10-02

Editorial

Re-imagining Socially Just Pedagogies in Higher Education: The Contribution of Contemporary Theoretical Perspectives

Vivienne Bozalek, Michalinos Zembylas

1-5
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Articles

The Slightest Gesture: Deligny, the Ritornello and Subjectivity in Socially Just Pedagogical Praxis

Chantelle Gray van Heerden

6-24
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A Schizoanalytical Praxis for Social Justice Education

Delphi Carstens

25-44
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Fabulation as a Pedagogical Possibility: Working towards a Politics of Affirmation

Frans Kruger, AdrÃ© Le Roux

45-61
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Towards a Response-able Pedagogy across Higher Education Institutions in Post-Apartheid South Africa: An Ethico-Political Analysis

Vivienne Bozalek, Michalinos Zembylas

62-85
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Participating Unequally: Student Experiences at UWC

Lindsay Anne Clowes, Tamara Shefer, Sisa Ngabaza

86-108
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Participatory Parity and Epistemological Access in the Extended Curriculum Programmes

James Windsor Garraway

109-125
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â€œTranslanguagingâ€ as a Socially Just Pedagogy

Ellen Hurst, Msakha Mona

126-148
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The Potential for Posthuman Insights to Effect Socially Just Pedagogies

Brenda Leibowitz, kibashni Naidoo

149-164
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Diffracting Reflection: A Move beyond Reflective Practice

Veronica Ann Mitchell

165-186
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Dreaming Up a New Grid: Two Lecturersâ€™ Reflections on Challenging Traditional Notions of Identity and Privilege in a South African Classroom

Asanda Ngoasheng, Daniela Gachago

187-207
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Are You Happy Now? A Fictional Narrative Exploration of Educator Experiences in Higher Education during the Time of #FeesMustFall

Marguerite Muller

208-236
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