Teacher Pre-service Core Module at Tertiary-level The Development of a Teacher Pre-service Core Module at Tertiary-level SOUTH AFRICA Dr Patricia Watson & Dr Edna Rooth Coastlands, Umhlanga. 24 November 2016

DESCRIPTION OF THE PROGRAMME Department of Education (DBE) Department of Higher Education (DHET) Commissioned Writers DESIGN A CSTL MODULE!

THE TERTIARY MODULE Conceptual Framework for CSTL Critical Diversity Literacy (CDL) Human Rights and Constitutional Education Values and Social Cohesion/ Peace Africanisation and Indigenous Knowledge Systems (IKS) Implementation of the Convention on the Rights of Persons with Disabilities Mass-based participation in Physical Education and Sport, and in Arts and Culture Psychosocial support Diversity Literacy can be defined as a set of practices or conceptual tools which allow one to think critically about complex social issues such as identity, power and difference. The process of developing Critical Diversity Literacy is in essence the process of conscientisation, use of the term both in theory and practise is informed by Paulo's Freire (1970) notion of conscientização understanding of the CSTL tertiary module includes a number of key theoretical framings

RIGHTS BASED CSTL “A rights-based socially inclusive and socially cohesive school is one that makes sure that all school community members know, respect, protect and promote all children’s (especially vulnerable children’s) rights to education, equality, dignity and freedom from discrimination and all other rights necessary to equally enjoy their right to education and rights in education.”

CIVIL SOCIETY ALIGNMENT Rights-based approach: South African Human Rights Commission Writers workshop

ACHIEVEMENTS HRC WORKSHOP Consultation on the BIG ideas re Human Rights, Physical Education, Indigenous Knowledge Systems, Safety, Literacies, Pedagogies, Life skills, Gender and Diversity. Articulating inclusivity, vulnerability, diversity, intersectionality Module in DRAFT FORMAT Working group

CHALLENGES CSTL teacher training ad hoc basis nationwide Some HEI Schools of Education offer courses that speak directly to aspects CSTL – BUT - CSTL teacher training not standardised nationwide Gap in current offerings on issues of power, privilege and difference Inclusion is narrowly understood: interpretation needs to broaden cf Education White Paper 6. ‘Soft skills’ label for Life skills related interventions Key theoretical framings of CSTL are being taught but not standarised across HEIs: Critical Diversity Literacy (CDL); Critical and multi-literacies, Human Rights Education; Constitutionality; Values for nation building; Psychosocial support; Africanisation/IKS; Social Cohesion/ Peace Building; Gender Studies; Physical Education; Disability Education; Arts Education. TVET college Curricula integration requires attention

CHALLENGES/ KEY LESSONS Challenge 1: the number of Higher Education Institutions (HEIs) and the diversity of their course offerings related to CSTL. Solution: audit all course materials Challenge 2: the sensitivity of some of the topics and the general lack of lecturer preparedness to teach about these issues. Solution: offer training to lecturers working in Schools of Education

OPPORTUNITIES Further ongoing engagement with the universities Standards setting for CSTL and inclusion for use across all universities. Piloting of draft module across a range of contexts Advocacy to get CSTL module in all Teacher Training curricula specifically in terms of eliciting further information on course content related to CSTL and sharing input to the module and stimulate uptake of the Continuous Professional Development of educators through SACE; QLTC and civil society partners.

COMMENTS AND QUESTIONS