Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6209
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dc.contributor.authorSykes, P.en_US
dc.contributor.authorGachago, Danielaen_US
dc.date.accessioned2018-02-20T15:24:48Z-
dc.date.available2018-02-20T15:24:48Z-
dc.date.issued2016-11-28-
dc.identifier.citationSykes, P. & Gachago, D. 2011. Decolonising learning spaces: implications for ethical practice. Cape Town: UWC & CPUTen_US
dc.identifier.urihttp://hdl.handle.net/11189/6209-
dc.description.abstractOur gendered, raced, classed subjectivities may will work against our aims as educators. Perhaps an element of the work of facilitating South African conversations resides inside the creative contradiction of making spaces that are safe-enough and uncomfortable. Such conversations have the potential to be full of healing, full of life and full of possibility.” - Rebecca Freeten_US
dc.language.isoenen_US
dc.publisherUniversity of the Western Cape & Cape Peninsula University of Technologyen_US
dc.subjectDecolonisationen_US
dc.subjectDecolonizationen_US
dc.subjectLearning spacesen_US
dc.subjectEthical practiceen_US
dc.titleDecolonising learning spaces: implications for ethical practiceen_US
dc.type.patentPresentationen_US
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