Abstract
This article examines the potential and limitations of Megan Boler's ‘pedagogy of discomfort’ in a post-apartheid yet heavily racialised South Africa. Taking an ‘ethnographic sensibility’ to anthropological teaching, this paper sketches the social and historical context of discomfort produced by everyday classroom practices at a historically privileged university. This paper argues that new patterns of thought, if achieved at all in the course of learning through ‘discomfort’, are deeply embedded within uneasy social relationships.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
