Capabilities-Based Transformative Online Learning Pedagogy for Social Justice

Introduction

This chapter sheds light on enhancing social justice through the use of the capabilities approach and critical pedagogy in online learning. Social justice as a construct is presented, explored and explained. This chapter further explores pedagogical practices in online learning using the capabilities approach as a framework for enhancing social justice, and provides direction in designing instruction for online learning. Using the capabilities approach and critical pedagogy (Letizia, 2013) in online interfaces, this chapter presents a transformative pedagogical framework that re-aligns the social justice role of higher education in Open, Distance and eLearning (ODeL) learning programmes. This can be achieved by rethinking content formation, content dissemination and technological use in online learning contexts (Garuba, 2018).

The role of higher education has primarily been that of preparing students for the world of work as well as meeting the development, and particularly economic goals of nations. While this role is recognised as important, it is not the only role higher education should play when facilitating formal higher learning. The higher education graduate ought to be viewed as a well-rounded individual who is secure in his identity, his worth and is able to use his full repertoire of skills to not only contribute to, but also benefit from society. Higher education systems that do not nurture the full capabilities of individual students may lead to disenfranchised students, escalating attrition rates and student unrests disrupting the running of higher education institutions.

Prior to 1994, South Africa was governed by a legislatively supported segregation system known as Apartheid. Apartheid was a system based on racial segregation and discrimination where the South African population was classified into four distinct population groupings; White, Black, Indian, and Coloured. Resources were allocated according to racial profiles with black people receiving the least and poorest resources. The education system at the time separated students according to the racial groupings. A basic education system that has often embedded inequalities associated with colonial and postcolonial political economies and socio-cultural divisions (Howell, 2018), has influenced the higher education experience in Africa and South Africa. This social reproduction process in higher education is sometimes a surreptitious promotion of political and ideological interests of elitist power actors. In this regard, higher education should actively seek to address social inequality and promote equity and social justice. As the education system was used to propagate Apartheid policies in the past, so too may the education system be used as a tool for social justice today.