Empathetic-Reflective-Dialogical Restorying for decolonisation: an emancipatory teaching-learning strategy for Religion Education |
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| Authors: | Janet Jarvis |
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| Institution: | 1. School of Education, Social Sciences in Education: Life Orientation Education, University of KwaZulu-Natal , Durban, South Africa jarvisj@ukzn.ac.za |
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| Abstract: | ABSTRACT This article argues for the inclusion of Empathetic-Reflective-Dialogical Restorying as a teaching-learning strategy for Religion Education. This strategy, employed in three small-scale research projects in a South African Higher Education Institution, addresses decolonisation of the Religion Education curriculum in the following ways: changing how teaching-learning takes place; transdisciplinary engagement; empowering students as agents of their own learning; depatriarchisation; and dispelling the myth of African inferiority. Both self-dialogue and self-narrative were used to create open space stories when approaching content that is relevant to the lived experience of gender (in)equality and patriarchy. Engaging in a safe space in Communities in Conversation, Communities in Dialogue, and Communities for Transformation, students troubled entrenched beliefs and worldviews and co-constructed (restoried) understandings. They expressed the view that this emancipatory teaching-learning strategy has the potential to facilitate classroom praxis that is both reflective and reflexive. This can be transformative for the greater society. |
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| Keywords: | Decolonisation Empathetic-Reflective-Dialogical Restorying Higher Education teaching-learning strategy |
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