What is University of KwaZulu-Natal

This chapter revisits Freire's teaching and learning philosophy based on emancipatory and liberatory education. Accordingly, this philosophy is anchored on conscientisation and praxis, where students are made aware of their potential to tackle the socio injustices around them. In this context, a classroom or theatre is transformed into a liberatory forum for both students and lecturers to enter into a dialogical engagement in the process of constructing knowledge based on dialogue. The author argues that the critical application of ‘education for liberation' in the context South Africa is imperative not only in producing students who are analytical and critical, but also students who are capable of thinking outside the box, innovatively and creatively, in utilising their acquired knowledge for securing own sustainable livelihood as opposed as job seekers. The chapter obtained its data from students and lecturers, including secondary sources from accredited journals, chapters, and policy documents. University of KwaZulu-Natal was used as case study for this chapter.