Beyond the parameters of e-learning: In diverse learning environments me-learning comes before we-learning

In South African higher education, the establishment of an education system that is democratic, non-racial and non-sexist has been at the centre of the transformation agenda for almost two decades. It is, however, not easy to change a deeply embedded institutional culture. After 14 years in the higher education sector, first as nurse educator and later in academic development, my experience and research have shown that real transformative practice begins with me. I have had to become aware, not only of my own values, beliefs, world-view, etc., but also of my stereotypes, prejudices and biases. My self-explorative research began with a living theory study related to my personal transformation within the context of higher education. It included extensive theory building and an autoethnographic interrogation in my own privileged cultural environment. The concept of cultural competence was an important directive with its emphasis on self-awareness and a desire to “want to”, rather than to “have to” engage in a process of self-renewal. This is a process of cultural humility, where I discovered the concept of caring to be an important catalyst in the transformation of my teaching practice. A special opportunity to put my discoveries into practice presented itself with the launch of the Difficult Dialogues project at the University of the Free State in 2012. The project promotes the development of the art and skill of civil discourse in higher education by training lecturers to create democratic learning spaces. In the Difficult Dialogues project a participatory action research process, with the stages of plan, act, observe and reflect was followed. Data collection included qualitative feedback from two five-day intensive academic development workshops, substantiated by reflective feedback periodically received from the participants during the implementation of the project. As the participants in the Difficult Dialogues project have applied their knowledge and skills in the classroom, many of them have also learnt that they need to reflect critically on their educational practice. These observations strengthen my belief that we-learning begins with me-learning.