Khoro Learning and Teaching Dialogues as Professional Safe Spaces for Reflective Practice and Pedagogical Discourse

Fhatuwani Ravhuhali; Sipho Hlabane; Hlayisani Mboweni; Takalani Tshililo; Khuliso Muthivhi; Lutendo Nendauni

doi:10.25159/2312-3540/20063

Authors

Fhatuwani Ravhuhali University of Venda
Sipho Hlabane University of Venda
Hlayisani Mboweni University of Venda
Takalani Tshililo University of Venda https://orcid.org/0000-0002-8908-2668
Khuliso Muthivhi University of Venda https://orcid.org/0000-0003-1420-4541
Lutendo Nendauni Cape Peninsula University of Technology https://orcid.org/0000-0002-8320-4556

DOI:

https://doi.org/10.25159/2312-3540/20063

Keywords:

Khoro, reflective practice, academic development, Ubuntu pedagogy, professional learning spaces, higher education transformation

Abstract

This article proposes Khoro learning and teaching (L&T) dialogues as professional and culturally grounded safe spaces for reflective practice and pedagogical discourse in South African higher education. Inspired by the traditional Tshivenḓa concept of khoro, a communal forum for deliberation and problem-solving, we conceptualise these dialogues as structured yet inclusive spaces where academic development practitioners and faculty academics come together to engage critically with teaching and learning practices in ways that enhance student success. Our approach is informed by educational engagement theory and the philosophy of Ubuntu, enhancing participation, shared humanity, and mutual accountability within academic communities. The Khoro dialogues are further underpinned by the pedagogy of discomfort and the pedagogy of vulnerability, which foster openness, honest reflection, and transformative professional growth. Using a qualitative research design, we collected data from nine faculty academics through open-ended questionnaires, which we analysed thematically. The findings revealed five key themes: Khoro L&T dialogues as collaborative and reflective spaces; participants’ expectations of the dialogues; lessons derived from the sessions; implementation of insights into teaching practice; and strategies for enhancing Khoro L&T as a formal academic development initiative. We argue that Khoro L&T dialogues offer a culturally responsive and practically grounded framework for academic development, with clear implications for fostering collaborative reflection, improving teaching practices, and advancing institutional transformation in African higher education.

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