"Community Psychology Is for Poor, Black People": Pedagogy and Teaching of Community Psychology in South Africa

Autor/inn/en	Carolissen, Ronelle; Rohleder, Poul; Bozalek, Vivienne; Swartz, Leslie; Leibowitz, Brenda
Titel	"Community Psychology Is for Poor, Black People": Pedagogy and Teaching of Community Psychology in South Africa
Quelle	In: Equity & Excellence in Education, 43 (2010) 4, S.495-510 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Electronic Learning; Economically Disadvantaged; Foreign Countries; Psychology; Social Work; Blacks; Poverty; Teaching Methods; Critical Theory; Transformative Learning; Interdisciplinary Approach; Universities; College Students; Workshops; Assignments; Self Concept; Student Attitudes; Essays; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? Ausland; Psychologie; Soziale Arbeit; Black person; Schwarzer; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Kritische Theorie; Pädagogische Transformation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; University; Universität; Collegestudent; Lernwerkstatt; Schulung; Assignment; Auftrag; Zuweisung; Selbstkonzept; Schülerverhalten; Essay; Aufsatzunterricht; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The term "community" holds historical connotations of political, economic, and social disadvantage in South Africa. Many South African students tend to interpret the term "community" in ways that suggest that community and community psychology describe the experiences of exclusively poor, black people. Critical pedagogies that position the teaching process as a transformative activity and that challenge student perceptions about the status quo are central in teaching community psychology. This article uses the subdiscipline of community psychology to discuss the importance of pedagogy. It uses a module that was presented at Stellenbosch University (SU) in the Western Cape, South Africa, as an illustrative example. The module was taught collaboratively with the social work department at the University of the Western Cape. Forty-five psychology students from a historically white university (SU) and 50 social work students from a historically black university (UWC) engaged in face-to-face workshops and virtual (e-learning) assignments that interrogated notions of the self, community, and identity. Final student essays were analysed qualitatively for themes illustrating aspects of the human capabilities approach to pedagogy adopted in this project. (Contains 5 notes and 1 table.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10