The Contribution of Transformative Pedagogy to the Learning Space of Scholars: A Case of South African Universities
Ngwako Solomon Modiba 
Issue: Vol.5 No.16 Issue Article 50 pp.3316 – 3327
DOI: https://doi.org/10.38159/ehass.202451650 | Published online 24th December, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This paper interrogates the contribution of transformative pedagogy and digitalized platforms to the rekindled learning space of scholars. The paper was motivated by diverse discourses and notions on the role which transformative pedagogy and digitalized platforms could play in bringing about a stimulating learning space for scholars. The paper is both conceptual and empirical in nature within the qualitative research paradigm. Interviewing techniques and documents review were employed to generate data for the paper. Research findings reveal that firstly, a transformative pedagogy with digitalized platforms encourage the development of reflective knowledge base. Secondly, they promote critical consciousness and agency within scholars. Thirdly, they encourage the engagement of scholars through participatory instructional methods. Fourthly, they make schooling a fun instead of being a burden. Fifthly, they recognise schooling inequalities and attempt to promote social justice. Lastly, a transformative pedagogy with digitalized platforms resist coercive relations of power between scholars and their lecturers. In conclusion, a transformative pedagogy with digitalized platforms prepare scholars of the 21st century to harmonise the world of schooling and the outside world of life. The researcher recommends for the embracing of a transformative pedagogy and digitalized platforms in education by virtue of them promoting an activist pedagogy that combines constructivist and critical pedagogy. The other recommendation relates to supporting the transformative pedagogy with digitalized platforms to persist to facilitate scholars to critically examine their beliefs, values and knowledge. The study emphasizes how transformative pedagogy is useful at tertiary institutions especially during tough times such as Covid-19.
Keywords: Coercive, Inequities, Learning Space, Participatory, Reflective
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Prof NS Modiba has been in the employ of the University of Limpopo for more than a decade, in the Department of Education Studies, School of Education, Faculty of Humanities. His position is that of a Research Professor in the mentioned department and school. Although his field of speciality is Educational Management, he is interdisciplinary in his scholarship. This is being confirmed by the myriad papers authored that are interdisciplinary in content and nature. He prides himself in remaining interdisciplinary other than solely focusing his Journal articles on his research niche areas such as Decolonisation of schools, Transformation, Functionality, Performance, Leadership and management of educational institutions.
Modiba, Ngwako Solomon. “The Contribution of Transformative Pedagogy to the Learning Space of Scholars: A Case of South African Universities,” E-Journal of Humanities, Arts and Social Sciences 5, no.16 (2024): 3316 – 3327. https://doi.org/10.38159/ehass.202451650
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
