ball. That reflection made me understand that I love being a teacher. This capability is dialogic at its core. It reminds me of the Pensieve in the Harry Potter films - a magical instrument that stores and reviews memories. It is wonderful that we get to reflect on our teaching practice when we apply for promotion. I have started with my portfolio. Have you done so? SERIANE: I have, too, my dear colleague. Thank you for contributing to my development over the years. May we never lose the value of such dialogue. ROELA: I really enjoyed our dialogue and know that we have much more to share. Let’s continue with this and write a SoTL article together, Seri. SERIANE: Ha re etse jwalo. Reference list Bartine, D. (2015). The Contrapuntal Humanisms of Edward Said. Interdisciplinary Literary Studies, 17(1): 59-85. 10.5325/intelitestud.17.1.0059 Buber, M. (1970). I and thou (W. Kaufmann, Trans.) (Vol. 57). Freire, P. (2005). Pedagogy of the oppressed. New York: Continuum. Garuba, H. (2015). What is an African curriculum. Mail & Guardian, 1-8. Horton, M., & Freire, P. (1990). We make the road by walking: Conversations on education and social change. Temple University Press. Morgan, W. J. & Guilherme, A. (2012). I and Thou: The educational lessons of Martin Buber’s dialogue with the conflicts of his times. Educational Philosophy and Theory, 44(9): 979-996. 10.1111/j.1469-5812.2010.00681. Said, E. W. (1994). Culture and imperialism. Vintage. Said, E. W. (2012). Out of place: A memoir. Vintage. Swidler, L. (2014). Seven Stages of Deep-Dialogue/ Critical-Thinking/Emotional-Intelligence/ Competitive-Cooperation. In Dialogue for Interreligious Understanding. 99-102. Edited Springer. 56 A Journey of Innovation
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