Bringing the social into pedagogy: Unsafe learning in an uncertain world

Brenda Leibowitz, Vivienne Bozalek, Ronelle Carolissen, Lindsey Nicholls, Poul Rohleder, Leslie Swartz

Research output: Contribution to journalArticlepeer-review

22 Citations (Scopus)


The paper describes a collaborative curriculum development project implemented over 3 years at 2 universities in the Western Cape Province of South Africa. The project involved a short module in which students in their fourth year of study interacted and learnt collaboratively across the boundaries of institution, discipline, race and social class, about the concepts of community, self and identity. The pedagogic approach adopted is described, as well as the responses of the students, and a brief reflection on some of the learning outcomes attained. The paper considers the learning processes which the curriculum development team experienced, and suggests that in order to facilitate learning for an 'uncertain world', the curriculum designers, too, need to engage in learning processes in which they make themselves vulnerable, mirroring some of the learning processes they expect the students to undergo.

Original languageEnglish
Pages (from-to)123-133
Number of pages11
JournalTeaching in Higher Education
Issue number2
Publication statusPublished - Apr 2010
Externally publishedYes


  • Boundary crossing
  • Collaborative research
  • Pedagogy of discomfort
  • Uncertainty

ASJC Scopus subject areas

  • Education


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