Transformative Pedagogy as a Decolonised Teaching Philosophy

Abstract

Observations and experiences confirm that most university instructors and lecturers have migrated from traditional teaching, but many teaching styles are not transformative. That is, university classrooms are still within "teach and go" without concerted consideration to the future products of classroom stakeholders. This study examined transformative pedagogy as a teaching philosophy that increases critical epistemology towards students' transformation. This theoretical paper adopted the theory of decoloniality, located within transformative world view and designed with conceptual analysis as a means to interpret the assumptions of transformation in the university classroom. The study argued that collaborative knowledge construction enhances professional trust between the lecturer and the students, encouraging freedom that could be regarded as social and academic support for students towards transformation. Therefore, the study concludes that transformative pedagogy laced with humanity, collectivism, grouping, and unity of purpose in generating knowledge is a decolonised teaching philosophy. The study, therefore, recommends that collaborative knowledge construction, professional trust and relationships, freedom within the classroom, social and academic support for students are dimensions of transformative pedagogy, therefore, should be practised by university lecturers and/or instructors.

Received: 4 January 2022 / Accepted: 5 March 2022 / Published: 5 May 2022