Socially just pedagogies cc Mont Fleur workshop Nov 2014

1. Understandinga socially justpedagogyVeronica MitchellPhD candidate + FacilitatorUWC + UCTBlog http://tinyurl.com/VeronicaPhDblog 2. A thorny issue 3. Socially just pedagogy?Social justice pedagogy 4. Feedbackfrom our guestsLGBTI workshopOctober 2014with Year 5undergraduate medicalstudents @ UCT 5. Socially just pedagogya call to ensure that allyouth have equitable opportunities to learnSocial justice pedagogyprovide opportunitiesto question, challenge, and reconstruct knowledgeMoje, E. 2007:4Developing Socially Just Subject-Matter Instruction A Review of the Literature on Disciplinary Literacy Teaching Review of Research in Education. 31:144. 6. Social justiceisthe ability to particpateas equalsand full partnersin social interactionsBozalek, V & Carolissen, R. 2012:13The potential of critical feminist citizenship frameworks for citizenship and social justice in higher education. Perspectives in Education. 30:4:9-18. 7. Social justicestrongly contestedhas becomeboth debated and dilutedChubbuck,S.& Zembylas, M. 2008:274The emotional ambivalence of socially-just teachingAmerican Educational Research Journal. 45:274-318Francis, B. & Mills, M. 2012:579What would a socially just education system look like?, Journal of Education Policy, 27:5, 577-585 8. Sociological studieswhilst sociological work in educationhad been extremely effective inidentifying social injustice in education,and in analysing the waysin which education systemsreproduce inequality,it has been less good atproposing alternative modelsFrancis, B & Mills, M. 2012:587 9. Alternative approaches.Human rights educationInclusive educationMulticultural educationCitizenship educationCulturally responsive pedagogyTransformative pedagogyCivil discourseSocially just outcomescare, compassion, empathy 10. the time is ripefor experimentingwith socially just pedagogiestowardshope, possibilities and becomingsGoodley, D. 2007:329Towards socially just pedagogies: Deleuzoguattarian critical disability studies, International Journal of Inclusive Education, 11:3. 317-334. 11. to.Difficult knowledgeCritical emotional practice: Michalinos ZembylasDifficult dialogues: Libby Roderick & UFSTalking taboos: Kelly Moult, UCT? 12. opening upto consider pedagogy in itsbroadest social sense toembrace uncertaintyGoodley, D. 2007:318 13. opening uppedagogies as becomingrather than being- opening up resistant spaces- and potential territories of social justice- - all of them uncertainGoodley, D. 2007:317 14. Socially just / Social justiceEducationMoving away fromthe reproduction of inequalityCollaborations arecritical & essential for transformationTeachingCreative, expansive, uncertain, ambivalentPedagogyA place of hope Goodley, D. 2007:327 15. Trees Rhizomes WeedsGoodley, D. 2007:307 16. HierarchyLinearityStratificationto be 17. Spaces ofresistance 18. Beyond binaries 19. pedagogical sites that are not places ofrecitation and stratification,but safe spacesto grapple with ideas and experiences,where the focusis movedfrom the individual subjectto networks of interdependencySlater, J. 2012:Self-advocacy and socially just pedagogy. Disability Studies Quarterly. 32 :1-17. 20. A map or cartographyof inderdependence / interconnectionsBaidotti, R. 2005:7the margins are the motor of theactive processes of becomingA critical cartography of feminist post-postmodernism. Australian Feminist Studies. 20:47-62. 21. A thousand plateaus: Capitalism and schizophrenia. Trans. B. Massumi. Minneapolis, MN: University of Minnesota Pressstriated spacesDeleuze, G., & Guattari, F. 1987.the pedagogical space as we plan and organize activitiesLenz Taguchi, H. 2010:77Going beyond the theory/practice divide in early childhood education: Introducing an intra-active pedagogy. London/New York: Routledge. 22. open smooth spacesless structuringfor students to create maps as they perform and createnew knowledge 23. dynamic flowOpen interpretation for the teachers and learnersSpaces are dependent & can be intertwinedDeleuze, G & Guattari, F. 1987A thousand Plateaus; capitalism and schizophrenia. Minneapolis. University of Minnesota Press. 24. To fuseMoje, E. 2007:1the intellectual with the moralteaching with and for social justicesubject-matter pedagogy 25. What isa socially just pedagogy? 26. Socially just teachinga teachers effort to transform policiesand enact pedagogiesthat improve the learning and life opportunitiesof typically underserved studentswhile equipping and empowering themto work for a more socially just society themselvesChubbuck, S. & Zembylas, M. 2008:274Equity 27. Equitable opportunitiesPrivilege vs DisadvantageAccessSubject matter 28. Socially just pedagogypossibilities for transformationfor learners & contextQuestioningConstructing knowledgeMoje, E. 2007:4 29. Subject SubjectSubject ObjectSocio-material relationships 30. Pedagogical Spaces 31. Physical spaceSpace-usersspaces exert an influence on how peopleinteract and relate within them,including how spaces configure positions inthe pedagogical and social hierarchyMoje 2007: 200 32. frominter-personalbetween peopletointra-actionsbetween differentorganizms, artefacts and matterLenz Taguchi, H.. 2010. Going Beyond the theory practice divide in early childhood education. New York. Routledge. 33. Limitations& challenges 34. the emotional intensityof engaging insocially just teachingis not entirely safebut isfull of ambivalenceChubbuck, S. & Zembylas, M. 2008:310 35. Extreme stratificationLinealityDeficit thinkingHierarchies 36. Problematizingmy context & research 37. PhD researchTeaching towards socially responsivehealthcare practitioners:A design-based research project@ UCT under supervision ofDr Michael Rowe and Prof Vivienne BozalekUniversity of the Western CapeVeronica MitchellB Sc Physio , M Phil (HES) 38. UCT&Birthing facilitiesin theWestern Cape 39. What about relational harm?seldom openlyacknowledged ordiscussed inmedical ethicsMartinsen, E. 2014:122Caring in Medicine: From a gentlemans care to a more sophisticated sense of human interdependence in G. Olthuis, H. Kohlen & J. Heier, J.(eds.)Moral boundaries redrawn:The significance of Joan Tronto's argument for political theory, professional ethics and care as a practice. Leuven: Peeters. 40. education through the lens of socialjustice ought to confrontthe real-life issues of societal injusticerather than be designedto providemedical students with uncontroversialand politically neutral clinical skillsCoria, A., Mc Kelvey, G., Charlton, P., Woodworth, M., & Lahey, T. 2013.The design of medical school social justice curriculum. Academic Medicine, 88:10. 41. Video clip: http://youtu.be/kwBDT1JElWYHierarchy & VulnerabilityProf Lynette DennyHOD Department of Obstetrics & Gynaecology, University of Cape Town 42. Othering / Misrecognitiondevaluing of anotherVal Plumwood: DualismsPlumwood, V. 1993. Feminism and the Mastery of Nature. London/New York: Routledge 43. marginalized are illegitimated by beingregarded as them (objects) rather thanus (subjects)Bozalek, V. 2014:59Dualisms1. Inferiorization medical hierarchy2. Interiorization uncritical acceptance3. Othering the way in which'Privileged irresponsibility', in G. Olthuis, H. Kohlen & J. Heier, J.(eds.) Moral boundaries redrawn:The significance of Joan Tronto's argument for political theory, professional ethics and care as a practice. Leuven: Peeters 44. AimTo construct meaning about student learningfrom the discursive practices in Obstetricsexploring the interdependenciesinter-relations, inter-connections and interferences& waves of diffractionblurred entanglements beyond the binaries oftheory/practice & discourse/materialLenz Taguchi, H. 2010. Going Beyond the Theory/Practice Divide in Early ChildhoodEducation: Introducing an Intra-active Pedagogy. London: Routledge 45. Curriculum played out in birthing facilitiesstudents / midwives / women in labourVal Plumwood / Joan Tronto1. Backgrounding / Privileged irresponsibilityMaking use of the other - ignoring their valueUCT curriculum depending on midwives in birthing faciitiesPlumwood, V. 1993 46. Obstetrics practical rotation15 deliveries = competenceYear 4studentsCurriculum 47. Protection- hierarchy Production- EconomicreasoningOthering&SilencePrivateconcernPrivileged irresponsibilityTrontosPassesto ignore the needs of thosewho are doing the hands-oncare-giving work for themBozalek, V. 2014 'Privileged irresponsibility', in G. Olthuis, H. Kohlen & J. Heier, J.(eds.) Moral boundaries redrawn: The significance of Joan Tronto's argument forpolitical theory, professional ethics and care as a practice. Leuven: Peeters. 48. To construct meaning from thediscursive practices in ObstetricsPrivilegethe privileged practicesare regarded by allas being self-evident and normal andtherefore exempt from scrutiny.Bozalek, V. (in press)Privilege and responsibility in the South African context. Renewing care: Critical international perspectives on the ethics of care.In Barnes, M., Barnes, T.Ward, L. & Ward, N. (Eds). Bristol. Policy Press. 49. 2. Radical exclusion / Hyperseparationnot engaging with commonalitiesInferiority / not identifying any relationship with the otherWe can sometimes be blinded oreven desensitized to these situations when we followour seniorsStudents perceived as spiesPlumwood, V. 1993 50. Val Plumwood4. IncorporationLack of the other, recognized in terms of the masters needsI was told to suck-up to the mid-wifesso as to make life easier for myselfPlumwood, V. 1993 51. 5. InstrumentalismThe other is objectified as a resource / instrumentThis wasnt as easy an experience as I thought itwould be. We are witnesses to all this scenarios &situations but are often at the mercy of our superiors &often left with no option but to remain silent.Thats frustrating.Plumwood, V. 1993 52. 6. HomogenisationStereotyping and grouping of the other without acknowledgingindividual qualities of the otherAbuse is very prevalent in the health care system(especially in obstetrics) students are disempowered.Nurses victimize students while they can. The cycleperpetuates because doctors are victimizing nurses.Hence the vicious cyclePlumwood, V. 1993 53. What transformativecurriculum practices can bedeveloped to promotesocially just pedagogies inmedical education?Research Question 54. How is abuse, neglect and disrespect in theObstetrics units influencing undergraduate medicalstudents learning?What are students emotional responses during theirfirst Obstetrics rotation?What are the educators and health team membersperceptions about students learning experiences intheir clinical exposure to Obstetrics?What social, political and cultural factors in thecontexts of the Health Sciences Faculty and healthcare facilities enable and constrain studentsemotional responses??Sub-Questions 55. Patient-centred maternity care code 56. Students EMOTIONSYear 4studentsVivian, L., Naidu, C., Keikelame, J., & Irlam, J. (2011). Medical Students Experiences of Professional Lapses and Patient RightsAbuses in a South African Health Sciences Faculty. Academic Medicine, 86(10), 1282-1287. 57. To examining a problem in the maternal health care servicesTo seek a solutionTo theorize educational principles to offera pragmatic approach that foregrounds the affective turninvolves the power to act and to be affected by experiencesTo advance social justice.Objectives 58. The SolutionWhat teaching intervention/scan assist studentsto enhance their affective capabilitiestowards collaboratively engagingin promotingsocial justice in maternal units? 59. The ProductWhat pedagogicalartefact, principles and theorycan promote socially just pedagogiesin medical education? 60. Using Google forms & WhatsApp 61. Challenges anticipated1. Sensitivity of the research topic opening upwounds1. Accountability and governance tensionsbetween university & government structures1. Defensive hierarchical structures1. Private concerns rather than public1. Limited engagement time with students1. Multiple stakeholders in a fragmented &struggling health system 62. Thank you