Shattering the silence: dialogic engagement about education protest actions in South African university classrooms

References

• Arendt, H. 1990. On Revolution. London: Penguin Books.
   Google Scholar
• Baloyi, B., and G. Isaacs. 2015. South Africa’s ‘fees must fall’ protests are about more than tuition costs. Accessed 28 January 2016. http://edition.cnn.com/2015/10/27/africa/fees-must-fall-student-protest-south-africa-explainer/.
   Google Scholar
• Bell, L. A., S. Washington, G. Weinstein, and B. Love. 1997. “Knowing Ourselves as Instructors.” In Teaching for Diversity and Social Justice: A Sourcebook, edited by M. Adams, L. E. Bell, and P. Griffin, 299–310. New York: Routledge.
   Google Scholar
• Boler, M. 2013. "Teaching for Hope: The Ethics of Shattering Worldviews." In Discerning Critical Hope in Educational Practices, edited by V. Bozalek, B. Leibowitz, R. Carolissen, and M. Boler, 117–130. Abingdon: Routledge.
   Google Scholar
• Boler, M., and M. Zembylas. 2003. "Discomforting Truths: The Emotional Terrain of Understanding Difference." In Pedagogies of Difference, edited by P. Trifonas, 116–139. New York: Routledge.
   Google Scholar
• Booyse, J. J., C. S. Le Roux, J. Seroto, and C. C. Wolhuter. 2011. A History of Schooling in South Africa: Method and Context. Pretoria: Van Schaik.
   Google Scholar
• Bot, M. 1985. “Black Student Resistance to Segregated Universities.” Indicator SA 3 (2): 12–15.
   Google Scholar
• Brennan, J., R. King, and Y. Lebeau. 2004. The Role of Universities in the Transformation of Societies: An International Research Project. London: Centre for Higher Education Research and Information.
   Google Scholar
• Bridgeman, T., and S. Murdoch. 2008. “Institutionalizing Critique: a Problem of Critical Management Studies.” Ephemera: Theory and Politics in Organization 8 (3): 258–270.
   Google Scholar
• Butler-Adams, J. 2015. "Is the Decline and Fall of South African Universities Looming?" South African Journal of Science lll (11/12): Article no. 0132, 1–2. doi:10.17159/sajs.2015/a0132.
   Google Scholar
• Elliott, J. 2005. “Becoming Critical: the Failure to Connect.” Educational Action Research 13 (4): 359–374.
   Google Scholar
• Foucault, M. 1994. “For an Ethic of Discomfort.” In Essential Works of Foucault 1954-1984. Vol. 3, edited by J. D. Faubion, 443–448. New York: The New Press.
   Google Scholar
• Freire, P. 1970. Pedagogy of the Oppressed. New York: Seabury.
   Google Scholar
• Freire, P. 1992. Pedagogy of Hope: Reliving Pedagogy of the Oppressed. London: Continuum.
   Google Scholar
• Freire, P. 1998. Teachers as Cultural Workers: Letters to Those Who Dare to Teach. Colorado: Westview.
   Google Scholar
• Freire, P., A. M. A., Freire, and P. Freire. 1994. Pedagogy of Hope: Reliving Pedagogy of the Oppressed. New York: Continuum.
   Google Scholar
• Gayle, B. M., D. Cortez, and R. W. Preiss. 2013. “Safe Spaces, Difficult Dialogues, and Critical Thinking.” International Journal for the Scholarship of Teaching and Learning 7 (2): 1–8.
   Google Scholar
• Hickling-Hudson, A. 2006. “Integrating Cultural Complexity, Postcolonial Perspectives, and Educational Change: Challenges for Comparative Educators.” Review of Education 52: 201–218.
   Google Scholar
• Higgs, P. 2012. “African Philosophy and the Decolonisation of Education in Africa: Some Critical Reflections.” Educational Philosophy and Theory 44 (S2): 38–55.
   Google Scholar
• hooks, B. 1994. Teaching to Transgress: Education as the Practice of Freedom. New York: Routledge.
   Google Scholar
• Inayatullah, S., and J. Gidley, eds. 2000. The University in Transformation: Global Perspectives on the Futures of the University. London: Bergin and Harvey.
   Google Scholar
• Jansen, J. D. 2009. “On the Clash of Martyrological Memories.” Perspectives in Education 27 (2): 147–157.
   Web of Science ®Google Scholar
• Jansen, J. 2015. It Wasn’t About Fees. Accessed 25 January 2016. http://www.iol.co.za/news/south-africa/western-cape/it-wasn’t-about-fees---jonathan-jansen-1.1941661.
   Google Scholar
• Keet, A. 2015. Institutional Culture/Environment. Briefing paper/Thought piece. National Higher Education Transformation Summit. Durban (15–17 October 2015).
   Google Scholar
• Keet, A., D. Zinn, and K. Porteurs. 2009. “Mutual Vulnerability: a key Principle in a Humanising Pedagogy in Post-Conflict Societies.” Perspectives in Education 27 (2): 109–119.
   Web of Science ®Google Scholar
• Kumashiro, K. K. 2000. “Toward a Theory of Anti-Oppressive Education.” Review of Educational Research 70 (1): 25–53.
   Web of Science ®Google Scholar
• Larsen, A. 2015. Who cares? Developing a pedagogy of caring in higher education. All Graduate Theses and Dissertations, Paper 4287.
   Google Scholar
• Leibowitz, B., and V. Bozalek. 2016. “The Scholarship of Teaching and Learning From a Social Justice Perspective.” Teaching in Higher Education 21 (2): 109–122.
   Web of Science ®Google Scholar
• Lukhele, S. 2015. "South Africa’s Student Uprising Signals Wider Social Upheaval." Africa Conflict Monitor/In On Africa 2015 (12): 68–72.
   Google Scholar
• Makgoba, M. W., and C. Tleane. 1998. Africanisation and Education (lunchtime talk) School of Education, University of the Witwatersrand, 23 September.
   Google Scholar
• Mapesela, M., and D. Hay. 2006. “The Effect of Change and Transformation on Academic Staff and job Satisfaction: A Case of a South African University.” Higher Education 52 (4): 711–747.
   Web of Science ®Google Scholar
• Maphosa, S. B., and A. Keasley. 2015. “Disrupting the Interruptions: Re-Considering Ubuntu, Reconciliation and Rehumanization.” African Renaissance 12 (2): 16–47.
   Google Scholar
• Mayring, P. 2000. “Qualitative Content Analysis.” Forum for Qualitative Research: Qualitative Social Research 1 (2), Accessed 26 March 2010. http://qualitativeresearch.net/fqs/fqs-e/2-00inhalt-e.htm.
   Google Scholar
• Mbembe, A. J. 2016. “Decolonizing the University: New Directions.” Arts and Humanities in Higher Education 15 (1): 29–45.
   Web of Science ®Google Scholar
• Merriam, S. 1998. Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass.
   Google Scholar
• Nixon, J. 2006. “Towards a Hermeneutics of Hope: The Legacy of Edward W. Said.” Discourse: Studies in the Cultural Politics of Education 27 (3): 341–356.
   Google Scholar
• Nkinyangi, J. A. 1991. “Student Protests in Sub-Saharan Africa.” Higher Education 22: 157–173.
   Web of Science ®Google Scholar
• Noddings, N. 1992. The Challenge to Care in Schools. New York: Teachers College Press.
   Google Scholar
• Pather, C. 2015. “#RhodesMustFall: No Room for Ignorance or Arrogance.” South African Journal of Science 11 (5/6): 1–2.
   Google Scholar
• Perumal, J. 2016. “Enacting Critical Pedagogy in an Emerging South African Democracy.” Education and Urban Society 48 (8): 743–766.
   Web of Science ®Google Scholar
• Postma, D. 2016. “An Educational Response to Student Protests. Learning From Hannah Arendt.” Education as Change 20 (1): 1–9.
   Web of Science ®Google Scholar
• Restrepo, P. 2014. “Legitimation of Knowledge, Epistemic Justice and the Intercultural University: Towards an Epistemology of “Living Well’.” Postcolonial Studies 17 (2): 140–154.
   Google Scholar
• Sandelowski, M. 2000. “Whatever Happened to Qualitative Description?” Research in Nursing and Health 23: 334–340.
   PubMed Web of Science ®Google Scholar
• Sarles, H. 2001. “A Vision: The Idea of a University in the Present Age.” Organization 8 (2): 403–415.
   Web of Science ®Google Scholar
• Subreenduth, S. 2013. “Insiduous Colonialism in Post-Apartheid Education: Interplay of Black Teacher Narratives, Educational Policy and Textbook Analysis.” Qualitative Research in Education 2 (3): 213–241.
   Google Scholar
• Vandeyar, S. 2016. “The Teacher as an Agent of Meaningful Educational Change.” Educational Sciences: Theory and Practice 17 (2): 373–393.
   Web of Science ®Google Scholar
• White, J. P. 2002. The Child’s Mind. London: Routledge Falmer.
   Google Scholar
• Zembylas, M. 2005. “A Pedagogy of Unknowing: Witnessing Unknowability in Teaching and Learning.” Studies in Philosophy and Education 24: 139–160.
   Google Scholar
• Zembylas, M. 2010. “Teachers’ Emotional Experiences of Growing Diversity and Multiculturalism in Schools and the Prospects of an Ethic of Discomfort.” Teachers and Teaching 16 (6): 703–716.
   Web of Science ®Google Scholar
• Zembylas, M. 2013. “Revisiting the Gramscian Legacy on Counter-Hegemony, the Subaltern and Affectivity: Toward an Emotional Pedagogy of Activism in Higher Education.” Critical Studies in Teach and Learning 1 (1): 1–21.
   Google Scholar
• Zembylas, M. 2014. "Affective, Political and Ethical Sensibilities in Pedagogies of Critical Hope." In Discerning Critical Hope in Educational Practices, edited by V. Bozalek, B. Leibowitz, R. Carolissen, and M. Boler, 9–26. London: Routledge.
   Google Scholar
• Zembylas, M. 2017. “Practicing an Ethic of Discomfort as an Ethic of Care in Higher Education Teaching.” Critical Studies in in Teaching & Learning 5 (1): 1–17.
   Google Scholar
• Zembylas, M., P. Charalambous, and C. Charalambous. 2012. “Manifestations of Greek-Cypriot Teachers’ Discomfort Toward a Peace Education Initiative: Engaging with Discomfort Pedagogically.” Teaching and Teacher Education 28: 1071–1082.
   Web of Science ®Google Scholar