Deconstructing identity in pedagogy : an autoethnographic study of a female, millennial and disabled lecturer in South African higher education

Abstract

The Higher Education sector in South Africa has undergone a significant socio-political and academic transformation since the inception of democracy in 1994. Such transformations largely focused on instilling values of tolerance and respect to create a sense of unity among the country’s previously divided peoples. Despite the considerable progress that has been achieved, challenges related to gender, generational identity and disability, among others, continue to persist. Considering that the identities of lecturers play a crucial role in informing their pedagogies, this study deconstructs the complexities of my identity as a university lecturer. More specifically, to guide this study, the research question was: How do my intersecting identities as a female, millennial, and epileptic university lecturer influence my pedagogical practices in History Education? The study drew upon the intersectionality theory, which highlighted the need to view myself as a complex being and consider the intermeshing of my identities, particularly in my professional space. The methodological approach was autoethnography, which involved reflective pedagogy by critically examining the intricate relationships between my personal and professional identities. The data was collected through personal narratives from my journal entries and self-observations. The findings showed a distinct relationship between my identities related to gender, generational identity and disability and the aspects of curriculum design, technology-based pedagogical approaches, inclusive student engagement and critical dialoguing. Thus, this study illustrates the necessity of reflective pedagogy, especially with the role of identity in shaping pedagogical considerations and teacher-development, and proposes a model to cope with the institutional constraints and social stigma in Higher Education.