Professor Sarojini Nadar



In this teaching statement I have attempted to show how I have been a leader in various aspects of teaching and learning by combining my philosophy, pedagogy and praxis within the interdisciplinary field of gender and religion. I believe that the recent events in the world and in Africa, such as the kidnapping of school-girls in Nigeria, the ban on gay relationships in Uganda as well as the brutal rape and murder of two young Dalit girls in India, answers criticism about the ‘soft’ nature of the subjects I teach as well as firmly confirms the place of these subjects in a higher education context. My hope is to embody the vision for education that Martin Luther King Jr. once shared: “The function of education is to teach one to think intensively and to think critically. Intelligence plus character - that is the goal of true education.”

Works Consulted

Bernstein, B. (1999) Vertical and horizontal discourse: An essay. British Journal of Sociology of Education, 20(2), 157-173.

Cobb P et al. 2003. Design Experiments in Educational Research. Educational Researcher; Jan/Feb 2003; 32, 1 – pgs 9-13 

Collins, P. H. (2013). On intellectual activism. Philadelphia: Temple University Press

De Gruchy, S. 2009. “Kerina As Both Citizen And Christian: Teaching Pastors Why The Gospel Needs The Law In Our Public Life” Journal for Constructive Theology, Gender, Religion and Theology in Africa, 14/1 and 15/2 (2008/2009) 125-138

Dozier, Verna J. 1991. The Dream of God: A call to return. Church Publishing, Incorporated: New York

Du Bois, Barbara. 1983. Passionate Scholarship: Notes On Values, Knowing, and Method in Feminist Social Science. Pages 105-116

Freire, Paulo. 1972. Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. London: Penguin. 

Hooks, B. 1994. Teaching to transgress: Education as the practice of freedom. New York: Routledge. 

Hooks, B. 2010. Teaching critical thinking: Practical wisdom. New York: Routledge. 

Hlengwa. A. 2010. Infusing service-learning in curricula: a theoretical exploration of infusion Possibilities. Journal of Education, No. 48, 2010, pgs 1-14. 

Legge, Marilyn, J. 1996. “Contextualisation” in Russell L and Shannon Clarkson (eds).Dictionary of Feminist Theologies, Westminster John Knox Press: Louisville, Kentucky, 56-57.

Lieblich, Amia, Rivka Tuval-Mashiach and Tamar Zilber. 1998. Narrative Research: Reading, Analysis and Interpretation. Applied Social Research Methods Series Vol. 47. Thousand Oaks, CA: Sage Publications. 

Macklin, Ruth. 1999. Against Relativism: Cultural Diversity and the Search for Ethical Universals in Medicine. Oxford: Oxford University Press. 

Maton, K. 2000. On Knowledge Structures and Knower Structures. In Knowledge, power and educational reform:Applying the sociology of Basil Bernstein, (ed). R. Moore, M. Arnot, J. Beck, and H. Daniels. London: Routledge.

Mbiti, J S. 1975. An Introduction to African Traditional Religion. London: Heinemann.

Nadar, Sarojini. 2009a. "Changing the World: The Task of Feminist Biblical Scholars." Journal of Feminist Studies in Religion 25/2. 2009, 137-143.

Nadar, Sarojini. 2009. “The Feminist Teacher: Pedagogy Of The Oppressed Woman? Journal of Constructive Theology, 14/1 and 15/2: 37-56

Nadar, Sarojini. 2010 “Contextuality and Inter-Contextuality in Theological Education: an African Perspective” in Handbook of Theological Education in World Christianity: Theological Perspectives--Regional Surveys--Ecumenical trends. Edited by Dietrich Werner, David Esterline, Namsoon Kang, Joshva Raja (eds.), 2010, Regnum Books, Oxford: Great Britain;

Phiri Isabel and Sarojini Nadar. 2011. "'The Personal is Political': Faith and Religion in a Public University." Acta Theologica Supplementum 14 (Faith, Religion and the Public University). 2011, 81-94

Reed-Bouley. J. 2012. Antiracist Theological Education as a Site of Struggle for Justice. Journal of Feminist Studies in Religion 28.1, 178 - 189.

West. G. O. 2009. Community Reconstructing Biblical Studies Pedagogy: The Case Of Tamar And Kerina Journal for Constructive Theology, Gender, Religion and Theology in Africa, 14/1 and 15/2 (2008/2009) 73-90

Contact Webmaster | View the Promotion of Access to Information Act | View our Privacy Policy
© University of KwaZulu-Natal: All Rights Reserved