Transforming university teaching and learning through a reflexive praxis

Educational transformation at South African universities invariably involves transforming the teaching and learning processes that occur at these institutions of higher knowledge production. This article is an attempt to show that transforming teaching and learning at universities cannot be exclusively related to an emphasis only on producing countless of policy documents without becoming serious about driving educational transformation from "inside". It is my contention that a reflexive praxis offers university academics the pedagogical space to transform their teaching and learning processes to respond to a future that cannot be imagined. By reflecting on a moment in my own praxis, I show how the idea of a reflexive praxis holds much promise for transformation in higher education with particular emphasis on teaching and learning. South African Journal of Higher Education Vol.15(1) 2001: 77-8