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Personal narrative as a self-reflexive approach to examining how critical pedagogy can foster allies with South African youth in the role of knowledge producers in development

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dc.contributor.advisor Dauda, C.
dc.contributor.author Smith, Jes
dc.date.accessioned 2021-07-21T14:17:05Z
dc.date.available 2021-07-21T14:17:05Z
dc.date.copyright 2009
dc.identifier.uri https://hdl.handle.net/10214/26090
dc.description.abstract This thesis is an investigation of the use of critical pedagogy methods within the context of international development. It explores a case study of practicing critical pedagogy methods within South Africa from the perspective of a researcher and facilitator, suggesting ways in which these methods enable youth to be in the role of knowledge producers. The researcher uses personal narrative as a self-reflexive approach to examine lessons learned about power, space and facilitation as well as ways to foster allies through practicing participatory action research methods with youth in South Africa. This thesis argues that within international development studies, there is an obligation to adopt personal narrative as a self-reflexive approach in order to improve our understanding of how critical pedagogy provides a method for fostering allies through exposing perspectives on power and relationships in local, context-specific responses with youth in the role of knowledge producers.
dc.language.iso en
dc.subject personal narrative
dc.subject self-reflexive
dc.subject critical pedagogy
dc.subject South African youth
dc.subject knowledge producers
dc.title Personal narrative as a self-reflexive approach to examining how critical pedagogy can foster allies with South African youth in the role of knowledge producers in development
dc.type Thesis
dc.degree.name Master of Arts
dc.degree.department Department of Political Science
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