Browsing by Subject "Pedagogy"

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    Academic librarian's transition to blended librarianship: a phenomenology of selected academic librarians in Zimbabwe
    (2019-05-13) Dabengwa, Israel Mbekezeli; Raju, Jaya; Matingwina, Thomas
    This paper explores the shared experiences of practices of blended librarianship among Zimbabwean academic librarians to identify how adequately they comply with their dynamic roles and functions. The paper relies on the theoretical constructs from Bell and Shank's (2004, 2007) blended librarianship and Lave and Wenger's (1991) Legitimate Peripheral Participation (LPP) to understand how Zimbabwean academic librarians practice blended librarianship in the workplace through engagement in legitimate work tasks. The investigators used phenomenology to explore academic librarians' experiences of blended librarianship. They selected a sample of 101 academic librarians and delivered a semi-structured questionnaire to the sample, conducted document research and interviewed key informants from the sample. The researchers collected data from the Bindura University of Science Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library which chose to be undisclosed. Each institution adopted blended librarianship in its way. Four (4) different categories of blended librarianship emerged from the experiences; that is “transcending blended librarians”, “partially blended librarians”, “intermittent blended librarians” and “aspiring blended librarians”, displaying each institution's level of instructional technology and instructional design roles. The study proposes that the “Academic librarian's transition to blended librarianship” two-by-two matrix that developed was in this inquiry needs further refinement. Further enquiries may test the matrix within the same sites or other locales altogether to corroborate if the results are replicable.
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    Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators
    (2025) Snyders, Angelika; Omar, Yunus; Badroodien, Azeem
    This dissertation explores how critical pedagogy in the educational landscape of South Africa presents itself in the teaching lives of five pedagogues in finding elements that amplify education as a public good and strengthen teaching for social justice. The discussion foregrounds concepts of critical pedagogy as the teacher-participants reflect on their teaching history which informs their pedagogic repertoires. In doing so, the dissertation introduces the voices and reflections of five teachers residing in the Western Cape of South Africa. The small selection of teachers from contrasting socio- economic communities offers the opportunity to tease out the similarities and contradictions in their teaching repertoires, as critical pedagogy posits that educational spaces are sites of contention intricately shaped by historical influences. It asserts the absence of political neutrality within schools and underscores the fundamentally political nature inherent in the act of teaching (Kincheloe, 2008). The goal of the dissertation is to present a window into the lives of five South African teachers who attempt to use their work as a social and cultural critique in arguing for a better and just world. By engaging their lived experiences and teaching repertoires, the dissertation draws attention to the opportunities, conditions, and contradictions within the educational landscape of South Africa that teachers often confront. The dissertation utilises critical pedagogy as a framework to consider the nuances, conflicts, and challenges that teachers in contrasting socio-economic schooling communities face. In doing so the study teases out the agentic power of teachers who critically engage education in South Africa and challenge the reproduction of injustice to be truly transformative intellectuals.