n South African Journal of Higher Education - Revisiting pedagogic practices : a case for sustainable learning environments for postgraduate supervision studies : Part 1 : exploration of the critical relationship between higher education and the development of democracy in South Africa

Volume 28, Issue 3
  • ISSN : 1011-3487



This article aims to encourage a radical and democratic approach towards the supervision of postgraduate studies at higher education institutions (HEIs). The article further amplifies the notion of sustainable learning environments (SuLE), where people use their privileged positions to create opportunities for learning and advancement of others. The article valorises the sentiments of SuLE for a rejuvenated sense of agency and democratic citizenry with fresh lenses to interrogate current pedagogic practices in higher education. The theoretical framework adopted in the article views SuLE as a contestation of marginalisation and demystifying the notion of 'experts'. Sustainable learning environments are then seen as enabling and empowering environments for postgraduate studies. This kind of learning environment or pedagogic practice provides opportunities for critical engagements, creativity and negotiated pedagogic practices. The article concludes by demonstrating how SuLE create a collaborative team approach and encourage transparency and inclusion in leading to a quality research process and outcomes.

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