Question

Secondly, educators and students working co-operatively through sharing and engagement establish communities of learning with the view that what is to be learnt is 'always in the making ... marked by an emerging solidarity, a sharing of certain beliefs and a dialogue [with and] about others ... [that] remain open to newcomers' (Greene, 1995: 39). A community of learning is always open to the new and unexpected because a dialogical association of this nature allows educators and learners to reflect on texts together, to discover together against the diversity of their backgrounds and to create something in common amongst themselves (Greene, 1995: 121). In fact, a community of learning establishes opportunities for educators and learners to engage with each other's commonalities and differences with the aim of finding a shared compromise and allowing for perspectives where nothing is final or fixed, for this in itself would be the end of learning. Likewise, enacting one's responsibility towards others collectively can have the effect that educators and students see themselves as engaging in internally inclusive pedagogical relations during which opportunities are created for all participants (educators and learners) to speak their minds. Responsibility towards the other counteracts exclusion.

Summarise in your own words this second point that Waghid makes about how teachers should teach in line with an African philosophy of education.

Answer 1

Waghid emphasizes the importance of collaborative learning environments where educators and students actively engage with one another. In this approach, learning is viewed as a dynamic process that evolves through dialogue and shared experiences, allowing participants to explore their similarities and differences. Such communities of learning are open to new ideas and perspectives, fostering a sense of solidarity. By prioritizing collective responsibility and inclusivity, this educational philosophy encourages mutual respect and understanding, enabling all participants to express themselves and contribute to the learning experience. Ultimately, this approach counters exclusion and promotes a more enriching and reflective educational experience.