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Item Affective and embodied pedagogy as pathways to equity in curriculum and responsiveness(2022-12-31) Fomunyam, Kehdinga GeorgeThe question of equity in the South African educational landscape and particularly in the curriculum at all levels cannot be over emphasised, however achieving this equity has proven to be daunting task. The purpose of this article is to explore affective and embodied pedagogy as alternative pathways to equity in curriculum and responsiveness. Hamilton (2007) argues that beyond the idea that equity is morally right, striving for radical educational equity, is a winning strategy for all learners regardless of their background. With resistance to the drive to achieve equity almost guaran-teed, questions arise on how to achieve the same and ensure that curriculum responsiveness takes places for all learners/students. This paper seeks to answer the question. This paper theorised affective and embodied pedagogy, and generated pathways or forces which can be used to establish equity and responsiveness in education. The paper proposes diffractive physicality, social vulnerability and rhizomatic spatiality as the key constructs for equity and responsiveness. The paper concludes that affective and embodied pedagogy can be used as pathways to achieve equity in curriculum and responsiveness.Item Theorising first-generation students’ successes at a historically white South African university(University of KwaZulu-Natal, 2019-12-30) Hlatshwayo, Mlamuli Nkosingphile; Fomunyam, Kehdinga GeorgeThis article attempts to shift the first-generation literature to not only focus on the marginalised experiences of first-generation students, but to also theorise the successes that these students have experienced in negotiating a historically white higher education institution. To do this, data was generated using semistructured interviews and participants were sampled using snowball sampling and this ensured that the social networks and connections that these students have with one another, were accessed. 32 first generation students were recruited, and in-depth interviews were held with each of the participants, averaging one hour per student. The data or findings indicate that the success of first-generation students largely depends on four key forces – the force of diligence, the force of language, the force of personal attributes, as well as the force of personal relationships. Bourdieu’s field theory, capital (social and cultural), and habitus were employment to further make sense of the findings. All these forces play a critical role in ensuring that first-generation students are not only able to negotiate their marginality in a historically white HE, but that they are successful.