Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education

Authors

  • Dina Zoe Belluigi School of Social Sciences, Education and Social Work, Queen’s University Belfast, Northern Ireland; Chair for the Studies of Higher Education Transformation, Nelson Mandela University, South Africa
  • Andrea Alcock Writing Centre, Durban University of Technology, South Africa
  • Veronica Farrell Independent researcher, Trinidad and Tobago; EdD candidate, Liverpool University, England
  • Grace Ese-Osa Idahosa Centre for Social Change, University of Johannesburg, South Africa http://orcid.org/0000-0002-8950-6651

DOI::

https://doi.org/10.36615/sotls.v3i2.105

Keywords:

figurative, visual, critical, photography, storytelling, narrative, SOTL, global south

Abstract

Dina Zoe Belluigi, Andrea Alcock, Veronica Farrell and Grace Idahosa reflect on figurative imagery in their research practices to expose the “hidden curriculum of higher education”. Their reflection recounts discursive processes in an attempt to “make sense” of “the modes of politics” in which they engage.

 

How to cite this reflective piece: 

BELLUIGI, Dina Zoe; ALCOCK, Andrea; FARRELL, Veronica; IDAHOSA, Grace. Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 110-120, Sept. 2019. Available at:  https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=105&path%5B%5D=50

 

This work is licensed under the Creative Commons Attribution 4.0 International License.

To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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Published

2019-09-27

How to Cite

Belluigi, D. Z., Alcock, A., Farrell, V., & Idahosa, G. E.-O. (2019). Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South, 3(2), 110–120. https://doi.org/10.36615/sotls.v3i2.105

Issue

Section

Reflective pieces