@article{Sewpaul_2014, title={THE POWER OF BIOGRAPHY: SHIFTING THE BOUNDARIES OF KNOWLEDGE THROUGH EMANCIPATORY PEDAGOGY AND CRITICAL CONSCIOUSNESS}, volume={42}, url={https://socialwork.journals.ac.za/pub/article/view/305}, DOI={10.15270/42-2-305}, abstractNote={In this paper1 I describe the application of the experiential and emancipatory strategies of Gramsci<br />(1971, 1977, 1988), Freire (1970, 1972, 1973) and Giroux (1983, 1994, 1997) in an attempt to<br />shift the boundaries of knowledge and to develop critical consciousness among students using the<br />author’s work with international students as an example. Sewpaul (2004a; 2004b) described<br />creative teaching/learning strategies and the use of discourse ethics in the development of<br />citizenship education with local students. The main argument in this paper is that critical reflection<br />on one’s social and political realities and the capacity to develop action strategies consequent upon<br />these reflections constitute central elements in shifting the boundaries of knowledge. Both local<br />and international student populations need to be viewed as “client” groups insofar as we recognise<br />that they enter the classroom and the field-training context with varying degrees of disadvantage.<br />One of these disadvantages is the control of consciousness by means of state machinery and<br />ideology (Gramsci, 1977) in an attempt to maintain capitalist and ruling-class hegemony, which is<br />a feature of both Western and non-Western societies.}, number={2}, journal={Social Work/Maatskaplike Werk}, author={Sewpaul, Vishanthie}, year={2014}, month={Jul.} }