Dialogic pedagogical innovation: Creating liberating learning practices for first year university students

F.R. Mudehwe-Gonhovi, G. Galloway, G. Moyo

Abstract


Liberatory and emancipatory thinking is shaped by a de-colonised approach to university teaching practices supported by literature on dialogic pedagogy.  A theoretical framework for this paper is shaped by the critical realism views of Archer’s (2010) presented through the morphogenetic phases. At this particular university the grounding programme is a compulsory first year inter-disciplinary module called Life, Knowledge and Action (LKA) aimed at promoting liberating practices through dialogic pedagogy. Interpretive and critical approaches were adopted, using mixed methods questionnaires, interviews and observations for data collection. The findings show that LKA was extremely liberating when students became contributors to knowledge creation. Students claimed/expressed their views stating that dialogue liberated them as it exposed them to diverse and alternative views and opinions. Considering the LKA aims the study recommends that the course be offered throughout undergraduate duration as it might be difficult to achieve all goals within a year.

 

 


Keywords


Dialogue; innovation; liberating; learning practices; University; decolonisation

Full Text:

PDF

References


Alexander, R. 2004. Towards Dialogic Teaching: rethinking classroom talk.

Cambridge: Dialogos.

Alexander, R. 2006. Towards Dialogic Teaching: Rethinking Classroom Talk. York:

Dialogos U.K Ltd

Alexander, R. 2010. Dialogic Teaching Essentials. Cambridge: Cambridge

University Press.

Archer, M. 1995. Realist Social Theory: The Morphogenetic Approach. Cambridge: Cambridge University Press

Archer, M. 2010. ‘Morphogenesis versus structuration: On combining structure and

action’, British Journal Of Sociology, 61pp.225-252

Bakhtin, M. M. 1981. The dialogic imagination: Four essays. (M. Holquist, Ed., M.

Holquist, & C. Emerson, Trans.) Austin: University of Texas Press.

Bakhtin, M.M. 1984, ed and trans. Problems of Dostoevsky's Poetics. Caryl

Emerson. Minneapolis: University of Minnesota Press.

Becker, S and Bryman, A. 2004. Understanding research for policy and practice.

Bristol: Policy Press.

Denzin, N and Lincoln, Y. S. 2003, eds. Introduction: The Discipline and Practice of

Qualitative Research. N. Denzin & Y. Lincoln.The Landscape of Qualitative Research. Theories and Issues, 1-45.

Flecha, R. 2000. Sharing Words: Theory and Practice of Dialogic Learning. Lanham,

MA: Rowman and Littlefield Publishers, Inc.

Freire, P. 1970. Pedagogy of the Oppressed. New York: The Continuum Publishing Company.

Freire, P. 2005. Teachers as Cultural Workers, Letters to those who dare teach.

Boulder, CO: Westview press

Gibbons, T. and Sanderson, G. 2002. Contemporary themes in the Research

Enterprise. International Education Journal. vol 3 (4):1-22.

Gómez, A., Racionero, S., and Sordé, T. 2010. Ten years of critical communicative methodology. International Review of Qualitative Research, 3(1), 17-44.

Gray, D. E. 2005. Doing Research in the Real World. London: Sage publications Ltd.

Gumede, M. 2017. Pan-Africanism is going strong: Ngugi wa Thiong’o focuses on

decolonising language. [Online]: South Africa: Available url: https://www.businesslive.co.za/bd/opinion/2017-03-08-ngugi-wa-thiongo-focuses-on-decolonising-language/. Accessed: 15 March, 2017.

University of Fort Hare. 2011. Life, Knowledge, Action: The Grounding Programme

at the University of Fort Hare.

University of Fort Hare. 2016. Life, Knowledge, Action: The Grounding Programme

at the University of Fort Hare.

Maybin, J. 2003. The potential contribution of Linguistic Ethnography to Vygotskian

studies of talk and learning in school. Paper presented at the UKLEF Colloquium at BAAL Annual Meeting, 4-6 September 2003, University of Leeds: Linguistic Ethnography at the Interface with Education

Mercer, N. 2000. Words and Minds: how we use language to think together. London: Routledge.

Mouton, J. 1996. Understanding social research. Cape Town: Van Schaik

Publishers.

Nesari, A.J. 2015. Dialogism versus Monologism: A Bakhtinian Approach to T

eaching. Elsevier Ltd. Procedia - Social and Behavioral Sciences 205 ( 2015 ) 642 – 647

Padrós, M., Garcia, R., Mello, R, and Paul, S. 2011. Contrasting Scientific

Knowledge With Knowledge From the Lifeworld: The Dialogic Inclusion Contract. Qualitative Inquiry 2011 17: 304DOI: 10.1177/1077800410397809

Paul, R. and Elder, L. 2008. The Miniature Guide to Critical Thinking Concepts and

Tools. Foundation for Critical Thinking Press.

Presseisen, B. & Kozulin, A. 1992. Mediated Learning-The contributions of Vygotsky

and Feuerstein in theory and practice. A paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.

Rautopuro, J. and Vaisanen, P. 2001. Non-traditional students at university: a follow-

up study of young and adult students' orientations, satisfaction and learning outcomes. Paper presented at the European Conference on Educational Research: Lille

Rule, P. 2011. Bakhtin and Freire: Dialogue, dialectic and boundary learning.

Educational Philosophy and Theory, 43(9), 924–942

Shor, I., and Freire, P. 1987. What is the "dialogical method" of teaching? Journal of

Education, 169 (3), 11-31

Skidmore, D. 2000. From pedagogical dialogue to dialogical pedagogy. Language

and Education, 14(4), 283-296.

Tochon, F.V. 1998. Bakhatinian plagiarism in group interactctions: from negative interdependence semiotic model fo constructive learning. Paper presented at the annual meeting of the American Educational Research Association (AERA), Santiego, CA, and April 1998. ERIC Document ED 418959.




DOI: https://doi.org/10.20853/32-5-2111

Refbacks

  • There are currently no refbacks.


eISSN: 1753-5913

Copyright © 2016 South African Journal of Higher Education

Hosted by Stellenbosch University Library and Information Service since 2016.

Creative Commons License -CC BY-NC-ND 4.0

Disclaimer:
This journal is hosted by the SU LIS on request of the journal owner/editor. The SU LIS takes no responsibility for the content published within this journal, and disclaim all liability arising out of the use of or inability to use the information contained herein. We assume no responsibility, and shall not be liable for any breaches of agreement with other publishers/hosts.