Flourishing Together: Co-Learning as Leaders of a Multicultural South African Educational Research Community

Kathleen Pithouse-Morgan, Theresa Chisanga, Thenjiwe Meyiwa, Delysia Norelle Timm


In South African public higher education, the miseducative legacies of the past weigh heavily. This article offers our learning as leaders of a multicultural community of university educators that seeks to contribute towards repairing the damages of a divided and discriminatory past by means of self-study research. Through a collaborative arts-informed analysis process, we have heard multiple perspectives from community participants and expressed our own learning in dialogue with theirs. This has enabled us to recognize shared qualities of caring, listening, and creativity as vital to a socially just reimagining of higher education communities.


arts-informed research; collaborative research; creative analysis; self-study research; South Africa

Full Text:


DOI: http://dx.doi.org/10.18251/ijme.v20i3.1607

Copyright (c) 2018 International Journal of Multicultural Education