Vishanthie Sewpaul, Ingrid Osthus, Christopher Mhone


Teaching and learning entail a relational process whether it begins with the educator, in interaction with individuals, small groups or larger groups in the classroom. This relational process is largely influenced by the worldviews of educators and the kinds of pedagogical strategies adopted. While students bring to the educational context their own histories and socialised experiences that serve as both barriers and facilitators to radical pedagogy, the educator shapes the culture, tone and ethos for teaching and learning. The following components constitute teaching excellence: enthusiasm; power to stimulate students’ thinking and imagination; love of knowledge and passion; linking theoretical knowledge to daily lived experiences; positive regard for students; courage to engage students in controversial debate and discussion; clarity of presentation; being prepared and organised; providing a sense of hope for the future (East & Chambers, 2007; Freire, 1970, 1073; Giroux 1983; Gramsci, 1971; Sewpaul, 2003; Sewpaul, 2004a; Sewpaul 2004b); being a good role model (Jirovec, Ramanathan & Alvarez Rosegrant, 1998); and being able to create a sense of solidarity in the classroom where teaching and learning become a process of cooperative enquiry (Reason, 1994). Parker Palmer’s (cited in East & Chambers, 2007:814) first principle is: “We teach who we are; good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.”

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DOI: https://doi.org/10.15270/47-4-111


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