kuwanda huuya: mutualising as intercultural abun-dance in a teaching practice of listening

Sithole, Tawona Tennyson (2024) kuwanda huuya: mutualising as intercultural abun-dance in a teaching practice of listening. PhD thesis, University of Glasgow.

Abstract

Whilst historical ‘Western’ domination is coming under pressure from decolonising agendas for research and teaching, the prevailing social scientific models for both are traditionally located in well-funded and variously bureaucratised institutions in the ‘Global North’, with rare exceptions. Intercultural education worldwide is dominated by teaching derived from knowledge and, consequently, pedagogic approaches formed predominantly from the ‘Global North’, or in contradistinction to what was viewed as inferior knowledge in the ‘Global South’.

With the renewed turn to decolonising and holistic models of integration, alternative approaches and pedagogies are required. This thesis by publication draws on one example - daré - a gathering in the Zimbabwean context, for communing, including for education. Augmented by ritual, human and non-human forms all considered to have anima, daré is classified as ‘indigenous’ knowledge. reciting/resighting the ancient saying, kuwanda huuya, I argue for mutuality, for declassifying daré from this imposed category. Through my mutualising educational practice, I am claiming the place of my ancestors in the open space of learning and teaching worldwide. As this thesis will show, daré is a primarily aural and oral, sensory mode of kufunda/learning.

This thesis consists of a portfolio of work made in daré knowledge practice over a decade and a 12,000-word exegetical essay, which describes the introduction of daré into the public space, the work produced, and the changes experienced by audiences in those intercultural encounters with models of learning from beyond the ‘Global North’.

The work presented has been subject to peer review as academic publication and/or to the commissioning processes of the arts and cultural mechanisms for publication. By fusing the work in a portfolio, the thesis claims its contribution to knowledge in and for education and its place in decolonising arts as intercultural education.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > L Education (General); L Education > LB Theory and practice of education
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Phipps, Professor Alison
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84455
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 09 Jul 2024 10:26
• Last Modified: 10 Jul 2024 09:23
• Thesis DOI: 10.5525/gla.thesis.84455
• URI: https://theses.gla.ac.uk/id/eprint/84455

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