| Autor: |
Omodan, Bunmi Isaiah, Tsotetsi, Cias T. |
| Předmět: |
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| Zdroj: |
African Journal of Development Studies; Jun2020, Vol. 9 Issue 2, p183-204, 22p |
| Abstrakt: |
The space of university pedagogy recently has been linked to the unholy space of subjective teaching and learning process, which has been likened to the colonial legacy. The fact, therefore, remains that the possibility of classroom transformation lies mainly in the teaching and learning and scholastic classroom methodology, perceived to have been altered by Eurocentric power dominance. The study, therefore, missioned to respond to classroom coloniality through collaborative knowledge construction. Social constructivism was used to lens the study. In a bid to transform classroom pedagogy, the study falls under the transformative paradigm and adopted Participatory Action Research (PAR) as a research design. Practical action group work was used to sort for information from participants and the data generated was analyzed using Conversational Analysis (CA). The findings showed that time differentials among group members and lack of members/students' commitment to group work were major impediments to classroom constructivism. On the other hand, the study also revealed that effective use of time among group members (time management) and team spirit towards productivity are the dimension of group performance towards decoloniality with recommendations that intensive time management and teamwork lectures or workshops should be organised often to enhance students' productivity in the university system. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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