L. Masinga - Academia.edu (original) (raw)
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Papers by L. Masinga
Journal Article, 2020
This article offers a reflexive conversation between three teacher-educators from a South African... more This article offers a reflexive conversation between three teacher-educators from a South African University, who
teach in the Curriculum Studies discipline. We consider how we can use the curriculum to engage pre-service
teachers in discussions that might lead to active participation around issues of prevention and changing of
attitudes towards gender-based violence (GBV) against people identifying as lesbian, gay, bisexual,
transgender, intersex or queer (LGBTIQ+) people. We used a discussion prompt in the form of a newspaper
article. Drawing on transcripts of our audio-recorded dialogue we present a brief examination of our
interchanges. Through this dialogue, we attempt to develop a shared sense of how we can use the curriculum
to begin engaging students in conversations and confrontation of their own prejudices, so they can, in turn,
translate that into their own practice as future teachers.
The meanings connected with becoming or being an academic are constantly shifting, on account of ... more The meanings connected with becoming or being an academic are constantly shifting, on account of diverse forces that act on universities. In this article, we portray our learning as a research team of four academics (including one early-career academic) and a doctoral student who took a narrative inquiry approach to listening and responding to our early-career colleagues' stories of becoming and being academics within a transforming university landscape. Imaginative engagement with these stories through the evocative and reflexive medium of poetry awakened possibilities for navigating the uncertain terrain of academia. The article draws attention to collegial relationships as critical to the growth of self-belief and self-resourcefulness in becoming and being academics. It demonstrates how, through collective participation, novice and experienced academics can become valuable sources of learning and support for each other.
Journal Article, 2020
This article offers a reflexive conversation between three teacher-educators from a South African... more This article offers a reflexive conversation between three teacher-educators from a South African University, who
teach in the Curriculum Studies discipline. We consider how we can use the curriculum to engage pre-service
teachers in discussions that might lead to active participation around issues of prevention and changing of
attitudes towards gender-based violence (GBV) against people identifying as lesbian, gay, bisexual,
transgender, intersex or queer (LGBTIQ+) people. We used a discussion prompt in the form of a newspaper
article. Drawing on transcripts of our audio-recorded dialogue we present a brief examination of our
interchanges. Through this dialogue, we attempt to develop a shared sense of how we can use the curriculum
to begin engaging students in conversations and confrontation of their own prejudices, so they can, in turn,
translate that into their own practice as future teachers.
The meanings connected with becoming or being an academic are constantly shifting, on account of ... more The meanings connected with becoming or being an academic are constantly shifting, on account of diverse forces that act on universities. In this article, we portray our learning as a research team of four academics (including one early-career academic) and a doctoral student who took a narrative inquiry approach to listening and responding to our early-career colleagues' stories of becoming and being academics within a transforming university landscape. Imaginative engagement with these stories through the evocative and reflexive medium of poetry awakened possibilities for navigating the uncertain terrain of academia. The article draws attention to collegial relationships as critical to the growth of self-belief and self-resourcefulness in becoming and being academics. It demonstrates how, through collective participation, novice and experienced academics can become valuable sources of learning and support for each other.