Coda: Educational Technology, Pedagogy and Caring

  • Yusef Waghid


Much of the online pedagogical work we have been doing with staff and students at the university where we work, connects with Yusef Waghid’s articulation of rhythmic caring within dissonant pedagogical encounters. We find his notion of rhythmic caring quite provocative and relevant to the work we have been doing with staff and students at a university of technology. Like Waghid, we too are attracted to the notion of rhythmic caring where we give and take and hold back and release our articulations within our pedagogical encounters. In the first instance, dissonant pedagogical encounters take into account the possibility that discomfort, practical criticism, and scepticism would underscore our online interactions with staff and students. Secondly, as we show in this chapter, our implementation of Waghid’s idea of rhythmic caring within dissonant pedagogical encounters is a way by which we can make our work with educational technology and pedagogy more provocative, risky and transformative.


  1. Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23.CrossRefGoogle Scholar
  2. Sen, A. (2007). Identity and violence: The illusion of destiny. London: Penguin Books.Google Scholar
  3. Waghid, Z. (2016). Using film and online group blogs to cultivate a community of inquiry: A case studied at a university of technology in South Africa. Progressio, 38(2), 106–131.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Yusef Waghid
    • 1
  1. 1.Faculty of EducationStellenbosch UniversityCape TownSouth Africa

Personalised recommendations