About Puleng Plessie
Puleng Plessie is the Founding Director for a non-profit organisation called Keep the Dream Arts which is responsible for community art education in Johannesburg. She is part of the Johannesburg Working Group of Another Road map School, a global network which analyses polices in arts education. Plessie is a Film, Visual and Performing Arts (FVPA) staff tutor at Wits and also sits as a Board of Trustees for an arts educational organisation Curriculum Development Projects Trust. Plessie has completed her MAFA at the University of Witwatersrand in 2017, and since 2016 she has participated in conferences in São Paulo, Vienna, Maseru, Zurich and Johannesburg. She has also been invited to contribute a research edited volume entitled Critical Pedagogies in South African Visual Culture (2018). Her research interest explores the notion of facilitating through dialogue to improve pedagogy by localising content and introducing different IsiZulu terminologies used to reimagine the language and practices associated with arts education such as Inkulumo-Mpendulwano.
Abstract
The research explores the dialogical in arts pedagogy. This form of pedagogy is understood to allow for both the learner and educator to participate by exchanging experiences without the one being more superior to the other (Freire 1968, p. 169). I use the Zulu term Inkulumo-Mpendulwano, which, rudimentarily, means dialogue. Broken down, Inkulumo means to talk or to have a conversation and Mpendulwano means to respond. However, I also use the term Ukufundisa, which means “to teach” but also “to instruct” and “to school” which is an authoritarian way of teaching. What is emphasised in this research is not only the potentiality of Inkulumo-Mpendulwano interactions which can be adapted in the classroom as well as curated spaces, but by introducing different terminologies I attempt to reimagine the language and practices associated with arts education. This further engages with the possibility of changes in terminology and vocabularies, how the written and spoken is understood differently and how visual and spatial modes become central to changing the learner/teacher dynamic.
Abstract
The research explores the dialogical in arts pedagogy. This form of pedagogy is understood to allow for both the learner and educator to participate by exchanging experiences without the one being more superior to the other (Freire 1968, p. 169). I use the Zulu term Inkulumo-Mpendulwano, which, rudimentarily, means dialogue. Broken down, Inkulumo means to talk or to have a conversation and Mpendulwano means to respond. However, I also use the term Ukufundisa, which means “to teach” but also “to instruct” and “to school” which is an authoritarian way of teaching. What is emphasised in this research is not only the potentiality of Inkulumo-Mpendulwano interactions which can be adapted in the classroom as well as curated spaces, but by introducing different terminologies I attempt to reimagine the language and practices associated with arts education. This further engages with the possibility of changes in terminology and vocabularies, how the written and spoken is understood differently and how visual and spatial modes become central to changing the learner/teacher dynamic.
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