Steffen, Bridget;
(2025)
Experiments embodying 'otherwise' in South African university education.
Education and Conflict Review
, 6
pp. 29-36.
10.14324/000.ch.10216104.
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Abstract
there may come a time when the echoes of a single story no longer dominate education pedagogies and structures: when many knowledge systems co-exist across vast, living ecosystems of learning. that time is now; they exist within all of us. this offering takes us on an immersive learning journey where we travel into a prototype. it charts the story of an attempt to disrupt oppressive structures by re-worlding how we relate to learning and to each other. a fourth-year module at (what is currently known as) the university of cape town (uct), became a live lab for exploring embodied practices, decolonial futures and knowledge co-creation to reimagine education. these pages are written in ways that invite us to experience some of the ‘otherwise’ practices that were used to unravel curricula, reclaim spaces, redefine power dynamics and co-learn. we grapple with accountability, compassion, discomfort, and the entanglements of victimhood and complicity. we live into possibilities for being and doing ‘otherwise’ to seed more just, joy-full learning landscapes.
| Type: | Article |
|---|---|
| Title: | Experiments embodying 'otherwise' in South African university education |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.14324/000.ch.10216104 |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | reimagining education, knowledge co-creation, embodied practice, decolonial futures |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10216104 |
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