Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators
| dc.contributor.advisor | Omar, Yunus | |
| dc.contributor.advisor | Badroodien, Azeem | |
| dc.contributor.author | Snyders, Angelika | |
| dc.date.accessioned | 2025-09-30T11:13:01Z | |
| dc.date.available | 2025-09-30T11:13:01Z | |
| dc.date.issued | 2025 | |
| dc.date.updated | 2025-09-30T09:53:51Z | |
| dc.description.abstract | 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. | |
| dc.identifier.apacitation | Snyders, A. (2025). <i>Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators</i>. (). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/41920 | en_ZA |
| dc.identifier.chicagocitation | Snyders, Angelika. <i>"Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators."</i> ., University of Cape Town ,Faculty of Humanities ,School of Education, 2025. http://hdl.handle.net/11427/41920 | en_ZA |
| dc.identifier.citation | Snyders, A. 2025. Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators. . University of Cape Town ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/41920 | en_ZA |
| dc.identifier.ris | TY - Thesis / Dissertation AU - Snyders, Angelika AB - 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. DA - 2025 DB - OpenUCT DP - University of Cape Town KW - Pedagogy KW - Social Justice KW - South Africa LK - https://open.uct.ac.za PB - University of Cape Town PY - 2025 T1 - Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators TI - Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators UR - http://hdl.handle.net/11427/41920 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/41920 | |
| dc.identifier.vancouvercitation | Snyders A. Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators. []. University of Cape Town ,Faculty of Humanities ,School of Education, 2025 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/41920 | en_ZA |
| dc.language.iso | en | |
| dc.language.rfc3066 | eng | |
| dc.publisher.department | School of Education | |
| dc.publisher.faculty | Faculty of Humanities | |
| dc.publisher.institution | University of Cape Town | |
| dc.subject | Pedagogy | |
| dc.subject | Social Justice | |
| dc.subject | South Africa | |
| dc.title | Voices of transformation: unveiling critical pedagogy for social justice in South African classrooms through the lived experiences of educators | |
| dc.type | Thesis / Dissertation | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationlevel | MEd |