Let's slow it down- re-imagining Life orientation education in higher education
DOI:
https://doi.org/10.17159/rcjcmk84Keywords:
decolonisation, life orientation, slow pedagogy, talking circles, teaching praxisAbstract
This article proposes a paradigm shift in teaching and learning within the context of neoliberal universities that increasingly emphasise the commercialisation of knowledge, student throughput, and performativity. Drawing from the conceptual framework of the Slow Movement, specifically Slow Pedagogy, this article argues that teaching-learning in higher education should not be merely assessment driven, nor simply a technicist activity facilitated irrespective of context. Teaching differently, or against the grain, implies humanising the curriculum and creating time and space for brave and courageous conversations that are empathetic and reflective, with the possibility of being transformative. Talking circles are an indigenous pedagogical approach that serves a decolonial agenda by promoting situated relatedness, respectful listening and reflective witnessing. The relationality enabled by this teaching-learning methodology presents the possibility for a sustainable and transformative education system. Two academics from higher education institutions in South Africa present and discuss vignettes of their observations and experiences facilitating Life Orientation in this way. This teaching praxis is both reflective and reflexive.
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