Original Research

Using participatory and visual arts-based methodologies to promote sustainable teaching and learning ecologies: through the eyes of pre- service teachers

Mathabo Khau, Naydene De Lange, Logamurthie Athiemoolam
The Journal for Transdisciplinary Research in Southern Africa | Vol 9, No 3 | a187 | DOI: https://doi.org/10.4102/td.v9i3.187 | © 2013 Mathabo Khau, Naydene De Lange, Logamurthie Athiemoolam | This work is licensed under CC Attribution 4.0
Submitted: 08 March 2016 | Published: 30 December 2013

About the author(s)

Mathabo Khau, Nelson Mandela Metropolitan University, South Africa
Naydene De Lange, Nelson Mandela Metropolitan University
Logamurthie Athiemoolam, Nelson Mandela Metropolitan University

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Abstract

The National Framework for Quality Education in Rural Areas (DoE, 2006) draws attention to education in rural ecologies and scrutinises the role of HEIs in developing teachers who understand the diverse contexts and who are able to facilitate quality teaching and learning in such contexts. Drawing from the project ‘New teachers for new times: Visual methodologies for social change in rural education in the age of AIDS’, this article explores how the use of participatory and visual arts-based methodologies at a rural school can lead to sustainable teaching and learning environments that promote transformative and emancipatory classrooms. We draw on the focus group discussions held at the end of each school day as debriefing sessions with the six Intermediate Phase pre-service teachers 4 reflecting on their experiences of professional development and what was learnt about using ‘new’ methodologies in a rural farm school. We argue that when a cohort of pre-service teachers work together with in-service teachers using emancipatory pedagogies in a rural context, classrooms can get transformed into enabling and democratic spaces conducive for teaching and learning for all.

Keywords

emancipatory pedagogies; rural school; rural ecology; student teachers; visual methodologies issues of gender; sexualities; sexual health and reproductive rights; teacher identities and HIV and AIDS in education.

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Crossref Citations

1. Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature
Albert Sangrá, Juliana Elisa Raffaghelli, Montse Guitert‐Catasús
British Journal of Educational Technology  vol: 50  issue: 4  first page: 1619  year: 2019  
doi: 10.1111/bjet.12795