![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
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.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Additional information
Funding
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.