This qualitative study explores how knowledge and concepts of knowledge are experienced in an
undergraduate teacher education course that employs a community of enquiry pedagogy. As designer and
facilitator of the course I engaged students in enquiries and enquiry-based activities to learn about art.
Using an action-research approach I made changes to the course design in response to how it played out.
The art of the Constitutional Court of South Africa was the focus of our study and students developed
structured and logical ‘frameworks’ for analysing artworks as well as playing with laterally extending
concepts such as art, justice, equality and humanity. The findings suggest that the dialogical and embodied
practice of a community of enquiry pedagogy strongly influenced my students’ and my own awareness of
knowledge as a creative and experiential opening up and as a companion to the equally valuable experience
of not knowing. Teaching within this epistemological framework demands democratic and reflexive
pedagogies such as the community of enquiry.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/12263 |
| Date | 10 January 2013 |
| Creators | Giorza, Theresa Magdalen |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
Page generated in 0.0021 seconds