Using personal history to (re)envision a praxis of critical hope in the face of neoliberal fatalism

Abstract

Who we are and who we become as educators is intimately connected to the historical and socio-political milieus in which we, ourselves, were educated and continue to work as educators. In this article I demonstrate how conventional conceptual metaphors are effective analytical lenses, through which we can explore our personal educational histories, rethink our current pedagogical practices and (re)envision our future educational philosophies. While higher education in South Africa attempts to respond to the post-Apartheid democratic project, it must also address the neoliberal ideology that has taken hold. Through personal history as method, I illustrate how a range of metaphors have enabled me to gain insight into the epistemological and ideological influences on my own educational history, the ways in which neoliberalism has infiltrated my current pedagogical practices, and led to a commitment to a future educational praxis characterised by critical hope, community and care.

Keywords:

• Personal history
• metaphor
• neoliberalism
• post-Apartheid
• higher education
• community

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by The University Capacity Development Grant (UCDG).

Notes on contributors

Kerry Frizelle

Kerry Frizelle is a registered counselling psychologist who works in the discipline of psychology at the University of KwaZulu Natal. She has 16 years experience as an educator and uses critical pedagogy to inform the ways in which she teaches critical psychology. She is currently working on a self-study for her PhD, which explores her praxis as an educator within the current South African context.