The way individuals interpret and reinterpret their experience is central to meaning-making impacts teaching learning. Grounded in Mezirow’s transformative learning theory, this research explores whether pandemic-related emergency remote manifested as a “disorienting dilemma” for technology educators. Teachers negotiated curricular outcomes between physical aspects of making doing, well creativ...

“Critical pedagogy” has become a prevalent grammar furthering the necessity of change in pedagogy from banking‐style to problem‐posing approach, which it argues will facilitate students’ development independent values and equip them lead liberation society authoritarianism into democracy. To achieve this, classrooms need serve as cultural forums, through either engaged or negotiated authority e...

Having taught many university-level studio art courses, I have noticed in my students a surprising investment the notion of originality and authorship their own creative practices, even as they freely participated exchange, reuse, remixing visual languages on social media internet. This paper focuses techniques to incorporate remix practices into design classrooms, arguing that benefit signific...

The whole point of teaching and training is to have the learners leave in some way different from how they came in-more skilled, more knowledgeable, more self-aware. Transformative learning refers to dramatic change, where the learner achieves a shift in perspective. This shift results from a critical examination of one's own assumptions, values, and beliefs, and of the foundations and expectat...

Abstract The question of love and its place in pedagogy has brought diverging views disagreement. It would appear to be creating more problems than it solves. On one hand, the contention lies on discussion as something extraneous our being by using an either-or approach. other understanding bereft shared human experience especially moments suffering. These problematic approaches have led disagr...

This work is part of a larger action research project aiming to establish critical documentary making as a classroom activity in special needs and mainstream schools. The first part, the Bachelor’s thesis, ascertained the rationale for critical documentary making as a tool for critical pedagogy in schools. The second part, this Master’s thesis, proposes a theoretical framework and pedagogical p...

Conventional mathematics education practice glorifies the hypothetico-deductive reasoning and accompanying reductionist piecemeal pedagogy pushes us into grips of pouring 'one-size-fits-all' approach (Freire, 1993; Luitel, 2009; Lamichhane, 2021). It is still being practiced occupies dominant role in our schools universities. In this background, objectives research were to explore roles existin...

Since the Declaration of Salamanca and Convention on Rights Persons with Disabilities, we have moved to an inclusive paradigm regard school. Mainstream schooling has become rule. Thus, teachers in regular classes must work all students, including those special educational needs. It is not easy; many face dilemmas accommodating types students same classroom. This conceptual paper proposes a fram...

Background: Universities, globally, and in South Africa, continue to be confronted with demands for transformation, humanisation of pedagogical practices embrace social justice. Aim: In this article, we bring the surface possibilities Ubuntu pedagogy within a justice framework. We intersect Collective Fingers Theory Social Justice propose notion pedagogy, which draws from African philosophy . a...