Abstract
The violence of Apartheid capitalism in South Africa (SA) shaped our experiences and identities resulting in painful and traumatic personal narratives and polarised human relations, which affects how we make sense of the world. Some critical pedagogical approaches provide guidance for engaging with these in the classroom, but not many focus specifically on the embodied and affective experiences of injustice, nor provide post oppositional ways for healing injustice. Located within a critical theory framework and utilising a critical pedagogy of discomfort, I explored a specific approach to teacher education (TE) using Service Learning (SL) underpinned by contemplative practice for advocating responsive and engaged teaching. Working within an interpretivist paradigm, I examined a specific TESL (Teacher Education Service Learning) module as a case study to provide a scholarly account of how students engaged with social justice through troubling dialogues...
Ph.D. (Education)