Towards a Scholarship of School-Based Teaching and Learning That Embraces Hope, Change, and Social Justice in a South African University

In this commentary, the author presents an argument for embracing a critical southern paradigm and framework Scholarship of Teaching Learning (SoTL) that advances decoloniality, social justice, conscientisation. The kind scholarship is argued in paper proposes SoTL goes beyond recognition classrooms as sites inquiry teaching, but generative, context responsive, carries moral pedagogical imperatives, can influence institutional societal change. This commentary draws on experiences Dean Faculty through self-reflexive qualitative impressions. She frames her personal experience implementing School-Based placement approach within theoretical discussion agency, conscientisation, transformative learning.