Democratic Pedagogy in South Africa: A rethinking Viewpoint for knowledge Construction.

Bunmi Isaiah Omodan

Abstract


This study critically examined teaching-learning as a means to actualizing the tenet of the infusion of democracy and human rights in Life Orientation Curriculum in the classroom in all level of education (Primary, Secondary, and higher levels) in South Africa. Focusing on three established approaches such as “teaching and learning as collaborative knowledge construction, teaching and learning as a critical reasoning process and teaching-learning known as a disruptive caring pedagogy” in a bid to exterminate the old or traditional ways of teaching and learning which were perceived as anti-democratic education. Experiential and dialogical teaching methods as one of the effective ways in which the infusion of democracy and human rights in Life Orientation Curriculum could be implemented were also examined in a bid to fulfil the objectives of life orientation, transform schooling and the school system and develop the society through education. This study further recommends the use of teaching-learning known as a disruptive caring pedagogy being the most inclusive approach likewise the use of both experiential cum Problem Base Learning and dialogical teaching methods were expediently recommended.   


Keywords


Teaching-Learning, Democracy, Human right, Life Orientation, Experiential teaching, dialogical teaching.

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