Abstract
This chapter revisits Freire's teaching and learning philosophy based on emancipatory and liberatory education. Accordingly, this philosophy is anchored on conscientisation and praxis, where students are made aware of their potential to tackle the socio injustices around them. In this context, a classroom or theatre is transformed into a liberatory forum for both students and lecturers to enter into a dialogical engagement in the process of constructing knowledge based on dialogue. The author argues that the critical application of ‘education for liberation' in the context South Africa is imperative not only in producing students who are analytical and critical, but also students who are capable of thinking outside the box, innovatively and creatively, in utilising their acquired knowledge for securing own sustainable livelihood as opposed as job seekers. The chapter obtained its data from students and lecturers, including secondary sources from accredited journals, chapters, and policy documents. University of KwaZulu-Natal was used as case study for this chapter.
TopIntroduction
Teaching practices and philosophies over the years have changed to embrace effective learning as a mode of acquiring knowledge and its delivery. In the teaching fraternity, teaching beliefs are an integral part of the teaching and learning core business of higher education institutions (Creswell, 2017). This entails the teaching philosophy, development and delivery of curriculum, assessment criteria and planned activities aimed at engaging students. This chapter revisits Freire’s teaching and learning philosophy based on emancipatory and liberatory education (Leggett, Wen, & Chatman, 2018). Accordingly, this philosophy is anchored on conscientisation and praxis, where students are made aware of their potential to tackle the socio injustices around them. DeRosa, & Robison (2017) argues that this philosophy has the power to transform into reality. In this context, a classroom or theatre is transformed into a liberatory forum for both students and the teacher to enter into a dialogical engagement in the process of constructing knowledge based on praxis. In this regard, Creswell (2017) associates praxis to embrace the involvement in a constant cycle of doing, learning and critical reflection. This philosophy is in line with the constructivist theory which places the onus of learning on the students in context, thus students playing a central role on creating knowledge (Lane, 2016).
Teaching and learning is anchored on knowledge production and acquisition is value loaded. Values are embedded in mission and vision statements that hold the institutions of higher learning relevant to its core business of teaching and learning, research and community engagement (Leggett, 2016). These authors advocate for a commitment to an institution of high excellence based on quality assurance; a conducive environment for academic excellence, personal growth, social responsibility. These values are integrated and reinforce each other in producing students who are critical and competent. Leggett (2016) add that the critical application of ‘education for liberation’ in the context of South Africa, is imperative not only in producing students who are analytical and critical, but also students capable of thinking creatively, innovate and creative in utilising their acquired knowledge for securing own sustainable livelihood as opposed as job seekers. During the FeesMustFall campaign, students questioned the relevance of education and call for decolonised curriculum in the institutions of higher learning. The chapter obtained its data from secondary sources such as accredited journals, book chapters and policy documents. The University of KwaZulu-Natal, Howard College Campus was used as a case study in this chapter. The chapter also draws on the author’s more than 15 years of teaching experience in the institutions of higher learning in South Africa.
Key Terms in this Chapter
Liberatory Approach: This approach refers to a way in which a group of people or an individual is set free from social, political, and economic constraints that hinders their development.
University of KwaZulu-Natal: This is one of the biggest universities in South Africa which constitute five campuses in the province of KwaZulu-Natal.
Student-Centered Approach: This form of approach operates when a students and teachers share the focus collectively, instead of listening to the teacher exclusively, students and teachers interact equally.
Institution of Higher Learning: This is a level of education that is provided by international universities, community colleges, institutes of technology and other college level institutions that award academic degrees or professional certifications by the authority given to them by the national policies which are recognised by the constitution.
Banking Education: This concept is defined as a process whereby a student or a learner receives the knowledge information which is directly imposed by the teacher. Hence, this method of education tend to hinder learners or students from discovering their best skills since they often participate on activities that are not of their will.
Teacher-Centered Approach: This is whereby students put all of their full concentration on the teacher, and this is when a teacher talk, and the students exclusively listen.
Education for Liberation: It is the process by which society, mostly the students are deliberately instilled information or education that portrays their own accumulated knowledge, skills and values from one generation to another.