| Summary: | Thesis (DTech (Education))--Cape Peninsula University of Technology, Cape Town, 2006 === It is clear that large numbers of tertiary students - particularly those from socially marginalized populations - are not adequately served by traditional models and modalities of education, with the disparate performance rates of majority and minority group members ultimately functioning to reproduce patterns of social inequality. I contend that perhaps even more troubling than these sociological realities is the existence of an ideological underpinning that treats traditional classroom and institutional practices as normative and thus obscures the hegemonic nature of these phenomena. In turn, through the reification of dominant beliefs and habits, the possibilities for more progressive thought and action are inhibited. This thesis addresses the need for educators to consciously interrogate the powerful belief systems that pervade educational discourse and behaviour in order to disrupt oppressive conditions. By introducing the notion of 'conscious practice: I suggest that when educators carefully consider their own hidden cultural biases, seek to more fully understand the perspectives internalized by students, and appreciate the socio-political context in which they operate, they will be in a better position to move towards inclusive and meaningful approaches. Drawing from the central tenets of social justice education, I suggest that lecturers and administrators must intentionally endeavour to promote innovative strategies and structures that enhance learning outcomes for all students and create the conditions for social transformation. The essays contained within this thesis deliver a thorough treatment of this theoretical background as well as provide concrete techniques for bringing these goals to reality.
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