Please use this identifier to cite or link to this item:
Title: Decolonising Preservice Teachers’ Colonialist Thoughts in Higher Education Through Defamiliarisation as a Pedagogy
Authors: Waghid, Zayd 
Hibbert, Liesel 
Keywords: Decolonisation;Defamiliarisation;Higher education;Pedagogy;Teacher education
Issue Date: Jun-2018
Publisher: Faculty of Education, Nelson Mandela University
Source: Waghid, Z. & Hibbert, L. (2018). Decolonising Preservice Teachers’ Colonialist Thoughts in Higher Education Through Defamiliarisation as a Pedagogy. Educational Research for Social Change, 7(1), 60‐77.‐4070/2018/v7i0a5
Journal: Educational Research for Social Change (ERSC) 
Abstract: The social, political, and economic inequalities embedded and reflected in all social life in South Africa continue to shape the higher education landscape of the country. Calls for the  higher  education  curricula  in  South  Africa  to  be  transformed  under  the  guide  of  decolonisation requires primarily a reform of the colonising spaces in which teaching in higher  education  takes  place.  Using  a  case  study  at  a  university  of  technology  that  explicates teaching and learning through the use of creative illustrations as a form and means  of  defamiliarisation,  the  authors  show  how  spaces  can  be  created  to  facilitate  deliberative engagement and contestation regarding instances of colonisation in higher education and society. The authors conclude that defamiliarisation should be considered a possible pedagogical technique in higher education as a way of deepening students’ social, economic, political, and cultural awareness in relation to identity, language, and hierarchies of power amongst students and higher education educators.
Description: Article
ISSN: 2221‐4070
Appears in Collections:Edu - Journal Articles (DHET subsidised)

Files in This Item:
File Description SizeFormat 
Wagid_Z_Hibbert_L_Edu_2018.pdfArticle2.88 MBAdobe PDFView/Open
Show full item record

Page view(s)

checked on Nov 27, 2020


checked on Nov 27, 2020

Google ScholarTM


This item is licensed under a Creative Commons License Creative Commons