文章基本信息

标题：Engaging the social: Community engaged pedagogy in the context of decolonization and transformation at the University of Cape Town
本地全文：下载
作者：Justice Chihota ; Genevieve Harding ; Lance Louskieter 等
期刊名称：International Journal of Engineering, Social Justice, and Peace
印刷版ISSN：1927-9434
出版年度：2021
卷号：8
期号：2
页码：72-85
DOI：10.24908/ijesjpv8i214395
语种：English
出版社：Engineering, Social Justice, and Peace - ESJP
摘要：Globally, higher education is at a crossroads on so many levels: funding, course development, who our students are, what knowledge is relevant for the world of work and beyond, what kinds of students do we want to graduate, and who are we as educators All these questions (and more) have been around for some time; the current COVID-19 context however brings them even more sharply to the fore This paper responds to the prompt about how we train professionals for the future so that they don’t participate in systems of oppression and inequality It was written in 2017 in response to a conference on social and epistemic justice in the wake of the 2015 student protest movements and was written collaboratively by an intergenerational group of educators working on a course in the Engineering and Built Environment (EBE) Faculty at the University of Cape Town, South Africa All of us have a strong commitment to social justice, and to providing engineering students with an opportunity to think about their professional identity through the lens of community engagement While written before the onset of COVID-19, we believe that the arguments we make are pertinent to the current context Drawing on the Honors’ thesis of one member of our group, we sought to reflect on and analyze our work in this context In particular, the principles of multi-centricity, indigeneity and reflexivity (Dei, 2014) proved useful in making sense of our practice and our work together.