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dc.contributor.authorBecker, Anne
dc.identifier.citationBecker, A. 2015. The (im)possibilities of teaching – learning freedom. South African journal of higher education, 29(5):70-84. []en_US
dc.identifier.issn1753-5913 (Online)
dc.description.abstractTwenty years after a free and democratic South Africa was constituted, it seems as if South Africans are still in limbo. In this article I explore the essence of freedom as conceptualised by Arendt (1958, 1966; 1900; 2006) and the (im)possibilities of teaching-learning freedom towards continual new beginnings. Freedom and new beginnings are actualised when humans speak and act in equal difference. The possibilities of teaching-learning freedom rely on the acknowledgement of both the burden and the power of freedom and in unexpected acts of compassion and forgiveness in the teacher:child relationship. Using a phenomenological approach I explore qualitative data from the research project Human Rights Literacy: A quest for meaning (Roux, 2012) to explore the (im)possibilities of teaching-learning freedom.en_US
dc.subjectOpen distance learningen_US
dc.subjectblended learningen_US
dc.subjectteaching and learningen_US
dc.subjectbest practiceen_US
dc.titleThe (im)possibilities of teaching – learning freedomen_US

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