A pedagogy of authenticity: Inclusivity, belonging and care in decolonial undergraduate education

Abstract

This article introduces the pedagogy of authenticity, a transformative teaching and learning methodology designed to enhance student belonging, academic success and global cultural competencies in South African undergraduate education. By challenging monolingual norms and integrating Afrocentric philosophies and a feminist ethic of care, it creates inclusive classroom spaces where students express their full identities and subjectivities. Further, students are able to use their home languages, leveraging translanguaging and music as resources to learn. This approach addresses identity struggles in Generation Z, fosters communal connections and humanises students by honouring diverse identities. Key strategies include participatory teaching, collaborative reflection and non-hierarchical dialogue. Employing a qualitative research design rooted in collaborative reflection and feminist enquiry, with rigorous reflexivity and intercoder agreement, this article identifies the core components, namely: embracing multiplicity, addressing epistemic dislocation, understanding the decolonial context, legitimising diverse student experiences, and implementing inclusive teaching. It also outlines an equitable assessment model that prioritises conceptual understanding.
Contribution: The pedagogy offers a framework that enables equitable education globally within contexts where there is multilingualism and cultural fluidity. Future research should integrate mixed methods and longitudinal studies to assess long-term impacts and scalability across various contexts.