Towards enhancing the state of quality of teaching and learning in South Africa's higher education
The relevance of Paulo Freire's dialogical approach
DOI:
https://doi.org/10.20853/40-5-8520Keywords:
Dialogical Approcah, Higher Education, Paulo Freire, South Africa, Teaching and learningAbstract
South Africa’s education system still reflects apartheid legacies and faces inequalities, socio-economic imbalances, and systemic inefficiencies that hinder equitable access to quality education. It is also established that South Africa's tertiary education needs to improve the quality of teaching and learning pedagogy continuously. This article considers this as problematic; hence, utilising a qualitative desktop approach and adopts Paulo Freire’s Dialogical Approach as an academic perspective. The article engages in a theoretical discussion on how to ameliorate the state and excellence of teaching and learning pedagogy in South Africa. The discussion around integrating the dialogical principles into South Africa’s higher education could contribute to human development by cultivating critical thinkers capable of engaging meaningfully with societal challenges. Conclusions further suggest that educators be encouraged to move beyond prescriptive curricula and adopt methods that are contextually relevant, culturally sensitive, and rooted in exposure to diverse communities.
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