000			02130nam a22002657a 4500
003			ZW-GwMSU
005			20210507120913.0
008			210507b |||||||| |||| 00| 0 eng d
022			_a17535921
040			_aMSU _cMSU _erda
100	1		_aGovender, Nereshnee. _eauthor
245			_aHumanising writting centre practice: Peer tutor reflections at a University of Technology / _cNereshnee Govender and Andera Alcock
264			_aPretoria: _bUnisa Press and Routledge _c2020-
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica Education Reviw _vVolume 17, number 1,
520			_aTraditionally, universities of technology (UoTs) have focussed on education to prepare students for the workplace. The Durban University of Technology (DUT) is currently undergoing a pedagogical transformation with the inclusion of a general education curriculum that aims to prepare students for an increasingly complex globalised work environment. This critical paradigm shift in curriculum design foregrounds new ways of teaching, thinking and learning based broadly on humanistic principles. Writing centres in universities are positioned to sustain a teaching and learning environment in which students grow as critical citizens. This article reports on research that explored – through the thematic analysis of tutor reflections – how a humanising pedagogy underpins a responsive writing centre practice within the changing South African context. Thematic analysis of the tutors’ reflections revealed their self-awareness of the significance of communities of practice in their work. These communities of practice could be seen to cultivate a humanising pedagogy within writing centre work, which might contribute to the aesthetic, socio-political and cultural environments in which students live and
650	0	4	_aPeer tutors _xWritting centre
650	0	4	_aHumanising pedagogy _xReflection
650	0	4	_aCommunity of practice
700	1		_aAndrea, Alcock _eauthor
856			_uhttps://doi.org/10.1080/18146627.2018.1467735
942			_2lcc _cJA
999			_c157048 _d157048