Proceedings of the Focus Conference (TFC 2024)

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Care Pedagogy as a Catalyst for Transformational Higher Education: A Reflective Study of Female Academics

Authors
P. T. Duma1, *, N. A. Mthembu1, S. S. Mkize1, H. Hlengwa1
1Department of Human Resource Management, Mangosuthu University of Technology, Durban, South Africa
*Corresponding author. Email: ptduma@mut.ac.za
Corresponding Author
P. T. Duma
Available Online 31 December 2024.
DOI
10.2991/978-94-6463-630-7_8How to use a DOI?
Keywords
care pedagogy; teaching and learning; higher education; teaching philosophy
Abstract

This reflective study aims to explore the use of care pedagogy as a teaching philosophy to address the challenges encountered by students in higher education. Care pedagogy has recently emerged as a powerful lens through which to examine the complexities of teaching and learning in higher education. This qualitative research study explores the perspectives of four female academics at the University of Technology who embrace care pedagogy as their teaching philosophy. The study is underpinned by the social justice framework, which fosters inclusivity, equitable, ubuntu principles and student-centered perspective in higher education. As a data collection methodology, a focus group of monthly meeting where each author shared their own teaching philosophy that were latter triangulated to care pedagogy. The data was thematically analysed. The findings show that care pedagogy can serve as a catalyst for transformative teaching practices. Implementing the care pedagogy not only improves classroom engagement but also aggrandizes graduate attributes. Furthermore, the authors recommended that the sustainable development goals be incorporated into the curriculum, which has the potential of enhancing graduate attributes. In conclusion, the promotion of social justice and Ubuntu principles by care pedagogy has the potential to transform higher education, humanize the curriculum, and enhance graduate attributes.

Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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Volume Title
Proceedings of the Focus Conference (TFC 2024)
Series
Atlantis Highlights in Social Sciences, Education and Humanities
Publication Date
31 December 2024
ISBN
978-94-6463-630-7
ISSN
2667-128X
DOI
10.2991/978-94-6463-630-7_8How to use a DOI?
Copyright
© 2024 The Author(s)
Open Access
Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

Cite this article

risenwbib
TY  - CONF
AU  - P. T. Duma
AU  - N. A. Mthembu
AU  - S. S. Mkize
AU  - H. Hlengwa
PY  - 2024
DA  - 2024/12/31
TI  - Care Pedagogy as a Catalyst for Transformational Higher Education: A Reflective Study of Female Academics
BT  - Proceedings of the Focus Conference (TFC 2024)
PB  - Atlantis Press
SP  - 129
EP  - 151
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6463-630-7_8
DO  - 10.2991/978-94-6463-630-7_8
ID  - Duma2024
ER  -