Issue 11 —Summer 2020 Intersections On Teaching and Being Taught: Reflections on Decolonising Pedagogy Lindiwe Dovey In this deeply personal article, Lindiwe Dovey explores ways of decolonising teaching and pedagogy through reflecting in particular on her own lived experiences and positioning as both student and teacher. Through embedding in her writing photographs and flm clips that encapsulate important moments in her life, she tries to foreground her own, embodied journey as a white-classifed South African who has been immersed for twenty years in the study and curation of African flm. This foregrounding is a vital gesture as a response to decolonial theory that calls for acknowledgement of subjectivity in any research process, and as a way of submitting the writing ‘self’ to scrutiny rather than neutralising and rendering its gaze at ‘others’ invisible. Rather than simply writing about African flmmaking as ‘object’, here Dovey interrogates what attracted her to this feld and her own close relationship with it as ‘subject’. At the heart of the article she describes a painful teaching experience that compelled her to try to decolonise her curriculum and pedagogical style through changing her syllabus, collaborating with others (including her “students”), and engaging with the work of decolonial thinkers (for example, bell hooks and Jill Carter) and flmmakers ( for example, Philippa Ndisi-Herrmann). 1 / 26 downloaded from https://parsejournal.com/article/on-teaching-and-being-taught/ on 18.6.2020 8:29 brought to you by CORE View metadata, citation and similar papers at core.ac.uk provided by SOAS Research Online