scholarly journals Exploring the discourses around ‘creativity’ and ‘critical thinking’ in a South African creative arts curriculum

2009 ◽  
Vol 34 (6) ◽  
pp. 699-717 ◽  
Author(s):  
Dina Zoe Belluigi
Keyword(s):  
Critical Thinking ◽  
South African ◽  
Creative Arts ◽  
Arts Curriculum

scholarly journals Critical agency in the post-apartheid education system

2015 ◽  
Author(s):  
Nazir Carrim
Keyword(s):  
South Africa ◽  
Social Justice ◽  
Critical Thinking ◽  
South African ◽  
Educational System ◽  
Education System ◽  
The South ◽  
African Education ◽  
South African Education

This paper looks at critical agency in the South African education system. There has been a consistent linking of critical thinking with critical agency under apartheid, and that this was constructed by a ‘critical struggle’ (Touraine, 1985) against apartheid domination. However, this changed significantly in the post-apartheid moment, where compliance with the newly elected government is emphasised, and could be viewed in terms of ‘positive struggles’ (Touraine, 1986). These, however, limit critical agency in the post-apartheid formation. There is, nonetheless, evidence of critical agency being enacted in the post-apartheid education system. The importance of highlighting those forms of critical agency is crucial in order to enhance social justice in the post-apartheid educational system and society. This paper also links critical agency in the post-apartheid situation with the postcolonial and postmodern conditions because such conditions affect the possibilities of critical agency not only in South Africa but more generally.

Developing Children’s Critical Thinking through Creative Arts Exposure

2014 ◽  
Vol 8 (3) ◽  
pp. 31-45
Author(s):  
Anne McMurray ◽  
Catherine Fetherston ◽  
Caroline Nilson
Keyword(s):  
Critical Thinking ◽  
Creative Arts

The Art of Yoga Project: A Gender-Responsive Yoga and Creative Arts Curriculum for Girls in the California Juvenile Justice System

2010 ◽  
Vol 20 (1) ◽  
pp. 110-118 ◽  
Author(s):  
Danielle Arlanda Harris ◽  
Mary Lynn Fitton
Keyword(s):  
Best Practices ◽  
Juvenile Justice ◽  
Visual Arts ◽  
Justice System ◽  
Juvenile Justice System ◽  
Underserved Population ◽  
Creative Arts ◽  
Arts Curriculum ◽  
Art Of Yoga Project ◽  
Gender Specific

As girls enter the juvenile justice system, they stand on the precipice of a lifelong cycle of crime and incarceration, yet still have the opportunity to turn toward healing and rehabilitation. With this in mind, The Art of Yoga Project (AYP) has designed a gender-specific intervention that combines Yoga, visual arts, and creative writing to help girls learn how to create a positive future for themselves. This article introduces AYP and shares the goals, objectives, and experiences of the program. A thorough description of AYP's comprehensive Yoga and Creative Arts Curriculum is provided, including a sample class plan and overview of the entire course. Eight principles of best practices are presented and discussed. We hope that this blueprint will inspire and empower other Yoga therapists to develop similar programs that serve this important and underserved population.

scholarly journals Unveiling the professional attributes of university teachers

2021 ◽  
Vol 9 (SI) ◽  
Author(s):  
Rubby Dunpath ◽  
◽  
Hesta Friedrich-Nel ◽  
Hanlie Dippenaar ◽  
Lynn Biggs ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
South African ◽  
Teaching And Learning ◽  
Scholarship Of Teaching ◽  
Leverage Points ◽  
University Teachers ◽  
Professional Attributes ◽  
South African Universities ◽  
National Framework

This article derives from a collaborative higher education project, conceptualised, and implemented by academics from seven South African universities. These academics are members of the South African Teaching Advancement at University (TAU) Fellowship. The project has its roots in the Department of Higher Education’s National Framework for Enhancing Academics as University Teachers, which identifies six leverage points or ‘imperatives for action’, one of which is the imperative to develop expectations (attributes) of academics in their role as university teachers. TAU Fellows engaged in the collaborative enquiry over a period of three years, appropriating a conceptual framework posited by Henry Giroux, of teachers as transformative intellectuals. In this article, each author reflects on his/her own scholarship of teaching and learning (SoTL) endeavours, which provided the conceptual tools to illuminate what for them and the group, are valuable professional attributes. The metaphor of the Baobab tree is appropriated to signify ‘rhizomatic thinking’, which portrays teaching as subconscious, subversive, non-linear, multi-directional, serendipitous, esoteric, dynamic, unbounded, unpredictable, adaptive, and non-hierarchical. This SoTL enquiry enabled the TAU group to unveil and declare their professional attributes as they made public their praxis. The attributes include academics as imbued with the capacity for critical thinking and actively promoting critical thinking amongst their students; as active learning mediators; as responsive, innovative, and relevant curriculum designers; and as engaged professionals. Appreciation of the article is enhanced when the reader first views this video https://youtu.be/yoA9guMut-8.

London Recruits: How a story of anti-apartheid activism can serve teachers today

FORUM ◽  
2021 ◽  
Vol 63 (2) ◽  
pp. 141-147
Author(s):  
Steve Marsling ◽  
Chris Smith
Keyword(s):  
South African ◽  
Direct Action ◽  
Source Material ◽  
African National Congress ◽  
Learning Activities ◽  
Creative Arts ◽  
National Education ◽  
Form Part ◽  
National Congress ◽  
The Uk

This year sees the release of London Recruits, a film chronicling the anti-apartheid activism of young men and women volunteers who, from 1967, travelled from the UK to South Africa. The recruits were invaluable to the campaigning work of the African National Congress and the wider international anti-apartheid movement because as white tourists, which is all the South African authorities saw them as, they were free to travel unmonitored in ways impossible for black citizens. To coincide with the release of the film, an education pack, comprising the testimonies of the recruits as well as other source material, has been compiled for use in schools. The pack was funded by the National Education Union and coordinated by Steve Marsling, a former recruit, who writes the opening section of this article. Chris Smith, who writes the rest of the article, was a serving history and politics teacher at the time of writing this article. He helped provide learning activities and exemplar lesson plans so teachers can straightforwardly make use of the pack in their classrooms. Work to create these educational resources started just before the upsurge of Black Lives Matter campaigning in the UK sparked calls for 'decolonising the curriculum'. It is hoped this pack shares and complements that goal. As the story of the recruits makes clear, there have always been those who have needed to resort to direct action to have their voices fairly heard. Institutional racism is an undeniable feature of life in all nations whose pasts are closely entwined with imperialism. It is hoped this pack will form part of the continuing work in our schools to teach a more diverse curriculum, not only in subjects such as history, but also in citizenship, creative arts and even during pastoral time. Teachers are struggling with unprecedented and seemingly endless demands: may this pack help them tell a story that until now had been largely untold.

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