Liberatory classrooms

Reimagining teaching, learning and research through community engagement

Authors

DOI:

https://doi.org/10.21504/ajhece.v1i3.2538

Keywords:

pedagogy, liberation, community engagement, teaching, learning

Author Biography

  • Claire McCann, University of Oxford

    Claire McCann is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities surrounding these establishments. She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa 

    Claire is currently reading for a DPhil in Education at the University of Oxford, funded by the Rhodes Scholarship. She holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, where she was responsible for facilitating an engaged research group and a short community engagement course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

References

Ashby, E. (1964). African Universities and Western Tradition. Harvard University Press.

Biko, S. (1987). I Write What I Like. Heinemann.

Fanon, F. (1963). The Wretched of the Earth (C. Farrington, Trans.). Grove Weidenfeld.

Freire, P. (1972). Pedagogy of the Oppressed. Penguin Education.

Gibson, N. (2011). Fanonian Practices in South Africa: From Steve Biko to Abahlali baseMjondolo. University of Kwa-Zulu Natal Press.

hooks, b. (1994). Teaching to transgress: Education and the practice of freedom. Routledge.

Hull, G. (2017). Black consciousness as overcoming hermeneutical injustice. Journal of Applied Philosophy 34(4), 573–592. https://doi.org/10.1111/japp.12201

Mitchell, T.D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning 14(2), 50–65.

Nyerere, J. K. (1976). Education and Liberation. Africa Development/Afrique et Développement 1(3), 5–12.

Sen, A. (1999). Development as Freedom. Oxford University Press.

Toffler, A. (1970). Future Shock. Bantam Books.

wa Thiong’o, N. (1986). Decolonising the mind: The politics of language in African literature. James Currey.

wa Thiong’o, N. (2012). Globalectics: Theory and the Politics of Knowing. Columbia University Press.

wa Thiong’o, N. (2013). In the Name of the Mother: Reflections on Writers and Empire. James Currey.

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Published

2025-05-09

Issue

Vol. 1 No. 3 (2025): African Journal of Higher Education Community Engagement

Section

Editorial

License

Copyright (c) 2025 Margie Maistry, Claire McCann

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Maistry, M., & McCann, C. (2025). Liberatory classrooms: Reimagining teaching, learning and research through community engagement. African Journal of Higher Education Community Engagement, 1(3), i-vi. https://doi.org/10.21504/ajhece.v1i3.2538

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