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Activist Scholarship for Indigenous Pedagogies: A Self-Reflective Study
Abstract
The Chapter focuses on humanising pedagogies and empowerment of students with a relevant curriculum to help them engage with the immediate and global communities through active participation. The findings are that contemporary South African Higher Learning lack impact on youths' effective participation in society as disciplines are frequently not serving the wide communities. Using a qualitative case study research methodology, the Chapter draws from the author's reflections as a history lecturer and an Activist Scholar on the use of indigenous pedagogies in teaching. The findings are that the Activism Scholarship is critical and requires Ubuntulized pedagogy as it endorses participation as key in humanization and empowering students with active participation skills in communities.
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