WebFeb 20, 2024 · We engage conceptually with the understanding of diversity in education in South Africa, followed by the presentation of a framework - Critical Diversity Literacy (CDL) - and a series of curricular questions emerging from this framework that might be pedagogically useful when engaging issues of power, privilege and difference in teacher … WebThe current article draws from Critical Diversity Literacy (CDL) to analyse narrative expressions of a black South African teacher’s experiences of moments of exclusion (troughs) and inclusion (crests) after twenty years of service in two predominantly white independent schools.
Assimilation and celebration? 1 Discourses of difference and the a
WebAug 24, 2024 · CDL, also referred to as “reading practice”, provides teachers with a set of analytical skills for reflecting on and deconstructing their own social attachments and identities, and for “seeing themselves as agents of social change in the goal to make certain schools are safe, caring, inclusive and non-discriminatory contexts” (Muthukrishna and … WebApr 28, 2024 · candidate at Wits Centre for Diversity Studies (WiCDS). His PhD research focuses on experiences of resilience and home among Johannesburg-based black queer people. Kudzaiishe holds an Honours... thierry steinebach
Question 1 1.1 Clarify the difference between theory and model....
WebFeb 23, 2024 · Critical diversity literacy (CDL) provokes us to interrogate dominant methodologies of knowledge production. Taken together, commitments to create and contribute to spaces for diverse and convivial thinking must mean challenging dichotomous, polarised and/or binary representations (e.g., men/women; North/South; rich/poor) and … WebA Fulbright alumnus, Melissa Steyn holds the NRF-DST South African Research Chair in Critical Diversity Studies. She is the founding director of the Wits Centre for Diversity … WebThe current article draws from Critical Diversity Literacy (CDL) to analyse narrative expressions of a black South African teacher’s experiences of moments of exclusion (troughs) and inclusion (crests) after twenty years of service in two predominantly white independent schools. saint andrews umc garner nc