THE POWER OF EMBODIED AND ARTS-BASED LEARNING IN THE SHARED HUMANITY EXPERIENTIAL LEARNING INITIATIVE AT STELLENBOSCH UNIVERSITY.
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| Title: | THE POWER OF EMBODIED AND ARTS-BASED LEARNING IN THE SHARED HUMANITY EXPERIENTIAL LEARNING INITIATIVE AT STELLENBOSCH UNIVERSITY. |
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| Authors: | Costandius, E.1, Pryde, S.2, Andrews, R.3 |
| Source: | South African Journal of Higher Education. May2025, Vol. 39 Issue 2, p45-67. 23p. |
| Subject Terms: | *Student affairs services, *Teaching methods, *Scholarly method, *Traditional knowledge, *Learning strategies, *Experiential learning |
| Abstract: | The transformation of higher education in South Africa has tended to focus on issues such as access and representation, leaving curricula insufficiently addressed. This is surprising, considering that much previous scholarship, including the recent Khampepe Report, has called for the implementation of a specific pedagogical framework to foster in students critical and holistic perspectives about social justice issues and dismantle pre-existing biases. Shared Humanity: Lessons in Critical Thinking at Stellenbosch University was designed with these issues in mind and was implemented in 2019 as a pilot by the Division: Student Affairs in the Unit for Experiential Learning. This article discusses the visual arts session of Shared Humanity, which is premised on relational perspectives derived from post-empirical and indigenous knowledge frameworks. By examining relevant literature, specific learning practices and students’ reflections from the visual arts session, the article makes a case for the meaningful inclusion and development of embodied and arts-based learning strategies in social justice pedagogical frameworks in higher education. It argues that embodied and arts-based learning strategies offer new ways of thinking and learning about old problems, and, as such, can become powerful tools for engaging students meaningfully in the transformation project. This article, therefore, focuses on student experiences of arts-based embodied methods to enhance teaching and learning related to social justice concerns. [ABSTRACT FROM AUTHOR] |
| Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 186322234 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: THE POWER OF EMBODIED AND ARTS-BASED LEARNING IN THE SHARED HUMANITY EXPERIENTIAL LEARNING INITIATIVE AT STELLENBOSCH UNIVERSITY. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Costandius%2C+E%2E%22">Costandius, E.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Pryde%2C+S%2E%22">Pryde, S.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Andrews%2C+R%2E%22">Andrews, R.</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. May2025, Vol. 39 Issue 2, p45-67. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+affairs+services%22">Student affairs services</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Scholarly+method%22">Scholarly method</searchLink><br />*<searchLink fieldCode="DE" term="%22Traditional+knowledge%22">Traditional knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The transformation of higher education in South Africa has tended to focus on issues such as access and representation, leaving curricula insufficiently addressed. This is surprising, considering that much previous scholarship, including the recent Khampepe Report, has called for the implementation of a specific pedagogical framework to foster in students critical and holistic perspectives about social justice issues and dismantle pre-existing biases. Shared Humanity: Lessons in Critical Thinking at Stellenbosch University was designed with these issues in mind and was implemented in 2019 as a pilot by the Division: Student Affairs in the Unit for Experiential Learning. This article discusses the visual arts session of Shared Humanity, which is premised on relational perspectives derived from post-empirical and indigenous knowledge frameworks. By examining relevant literature, specific learning practices and students’ reflections from the visual arts session, the article makes a case for the meaningful inclusion and development of embodied and arts-based learning strategies in social justice pedagogical frameworks in higher education. It argues that embodied and arts-based learning strategies offer new ways of thinking and learning about old problems, and, as such, can become powerful tools for engaging students meaningfully in the transformation project. This article, therefore, focuses on student experiences of arts-based embodied methods to enhance teaching and learning related to social justice concerns. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=186322234 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.20853/39-2-6133 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 45 Subjects: – SubjectFull: Student affairs services Type: general – SubjectFull: Teaching methods Type: general – SubjectFull: Scholarly method Type: general – SubjectFull: Traditional knowledge Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Experiential learning Type: general Titles: – TitleFull: THE POWER OF EMBODIED AND ARTS-BASED LEARNING IN THE SHARED HUMANITY EXPERIENTIAL LEARNING INITIATIVE AT STELLENBOSCH UNIVERSITY. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Costandius, E. – PersonEntity: Name: NameFull: Pryde, S. – PersonEntity: Name: NameFull: Andrews, R. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10113487 Numbering: – Type: volume Value: 39 – Type: issue Value: 2 Titles: – TitleFull: South African Journal of Higher Education Type: main |
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