Dr Navan Govender

Lecturer

Education

Personal statement

Navan N. Govender is a Lecturer in the School of Education at the University of Strathclyde in Glasgow, Scotland, United Kingdom. Navan holds a Bachelor of Education degree (specialising in secondary English teaching), a Bachelor of Arts with Honours in Applied English Language Studies, and a PhD in Applied Language & Literacy Education in critical literacies. Their PhD investigated how critical literacy could be used to engage student teachers with issues related to sex, gender and sexual diversity in South Africa. Currently, Navan is working to understand critical literacy's role in Scottish English language and literacy education as well as in initial teacher education. 

Specific fields of study include: (queer) critical literacies; multiliteracies, multimodalities & critical visual literacies; transmodality; (a)gender & (a)sexual diversity in representation; critical (multimodal) discourse analysis; social semiotics; and social justice education. 

Further interests include: culturally responsive/sustainable pedagogies, decoloniality, gender studies, place-based pedagogies, feminisms, hybridity, intersectionality, and design.

At Strathclyde, Navan teaches on the Professional Graduate Diploma in Education (PGDE) programme, offering classes in critical literacies and multimodalities as well as a range of English methodology classes for secondary schooling educators. Navan also sits in the faculty's Gender Equality, Diversity & Inclusion (GEDI) Committee.  

Beyond Strahclyde, Navan is an active member of the United Kingdom Literacy Association (UKLA) as a co-convener of the Critical Literacy Special Interest Group (SIG), UKLA Regional Representative for West Scotland, and co-convener of the UKLA Publicity & Communications Committee. Navan is also a member of The Anti-Racist Educator, a collective of educational stakeholders engaging in critical and anti-racist education. 

Publications

How can we all continue to support Diverse Stories throughout the year after #BHM?
Govender Navan
(2020)
Literacy, language and power
Govender Navan
(2020)
UKLA Conversations Series : Online Teaching & Learning in Initial Teacher Education (ITE)
Govender Navan, Little Sabine
(2020)
Critical transmodal pedagogies : student teachers play with genre conventions
Govender Navan N
Multimodal Communication Vol 9 (2020)
https://doi.org/10.1515/mc-2019-0009
Critical literacy : the Four Resources model & (teaching) reading
Govender Navan
(2019)
Can you see a social issue? (Re)Looking at everyday texts
Govender Navan
(2019)

More publications

Professional activities

Federation of European Literacy Associations (FELA)
Participant
12/5/2021
Lifecourses and (Critically) Literate Lives
Recipient
12/4/2021
“What are we supposed to do?”: Critical Literacies & Empire
Speaker
5/2/2021
Unpacking Cultural Appropriation
Recipient
25/11/2020
Highland One World & the Anti-Racist Educator: Critical Literacy & Anti-Racist Education
Recipient
18/11/2020
United Kingdom Literacy Association (UKLA) (External organisation)
Advisor
11/2020

More professional activities

Projects

Between Criticality & Colonialism: Unsettling Perspectives on Language & Literacy Education in Scotland
Govender, Navan (Principal Investigator)
Both as an instrument and beneficiary of colonialism as part of the British empire, as well as a victim of colonisation, Scotland represents the tenuous negotiations of identity with history, politics and power. While moves have been made in education to regain a Scottish identity through the implementation of Scots language and Scottish literature in the English curriculum, questions about criticality and (de)colonisation still remain relatively unheard (Priestly & Hume, 2010; Priestley, 2018). This has implications for how policy can be interpreted and implemented. Through a critical analysis, I explore how Scottish educational policy on English language and literacy constructs criticality and notions of (de)colonialism, if at all, and measure the emergent themes against critical approaches to teaching and learning as well as decolonisation. I then consider the role of critical literacies as a means for transformative social-semiotic action and interaction in the decolonisation of English language and literacy education.
01-Jan-2019 - 31-Jan-2019
Finding a Place for Critical Literacies in Scotland
Govender, Navan (Principal Investigator)
01-Jan-2019
Critical Transmodal Pedagogies
Govender, Navan (Principal Investigator)
This paper explores how student teachers navigated moving between different modes of representation
from written text to image. This enabled some students to play with genre conventions, rethink
the relationship between word and image, and explore multimodality in interesting ways. Working at the
intersection of Kress’ work on Multimodality, Newfield’s transmodal moment and the critical literacy
project, I designed and implemented a course for English secondary education in one school of education
in South Africa. Firstly, this article outlines the course’s aims and assessment to consider how multimodality
might feature in a unit of work for student teachers. Specific focus is given to the final assessment
task that required students to make a ‘transmodal shift’ from linguistic to visual-linguistic; from written
narrative to multimodal storytelling. Secondly, a critical multimodal discourse analysis of students’ visual
narratives is applied to explore how critical transmodality enabled some student teachers to imagine
beyond traditional narrative structures and explore multimodal semiotic resources in innovative ways,
relevant to the secondary English classroom. Finally, I conclude by considering the implications of multimodal
semiotic play for both research and classroom practice in language and literacy education, including
assessment, the value of non-linguistic modes, and genre as a construct of power.
01-Jan-2017 - 01-Jan-2019
Negotiating the Gendered Representation of Sexualties through Critical Literacy
Govender, Navan (Principal Investigator)
The conflations of sex and gender, and then gender and sexual identity in representation becomes problematic in a context where homophobic discourses and violence still persist, despite South Africa’s progressive constitution. Therefore, this study focuses on the implications of the conflations between sex, gender and sexuality for education.
Using literature on theories of power, sex, gender and sexuality, as well as critical literacy, I have designed a critically aware educational workbook that confronts issues of sex, gender and sexuality. Because no text is neutral, this workbook and the process of its production are critically reflected upon and scrutinised in order to understand how critically aware educational materials can be produced. The workbook is then implemented in a critical literacy course for pre-service student teachers at a university in Johannesburg. In these lectures, the workbook is used to deconstruct patriarchal and heteronormative order in the attempt to understand how effective the workbook is, and the responses that participating students give in relation to texts and activities in class. These responses are recorded through field notes and notebooks, wherein students complete in-class activities, and have revealed the complexities involved in reimagining sex, gender and sexuality as socially loaded concepts and its impact on language use in the classroom. Finally, because critical literacy advocates (re)design practice, students are given a task to design their own educational materials. These are then critically analysed in order to consider how students’ design trends and ‘evaluations’ of the course show their changing understandings of sex, gender, sexuality and the conflations between them, or how they remain the same.
Throughout this thesis, I argue the need for critical literacy in education, across learning areas and grades. Specifically, I argue for a critical literacy that is unafraid to deal with controversial issues and difficult conversations, as well as a practice that uses subversive texts and diversity as resources for teaching and learning.
01-Jan-2013 - 30-Jan-2014

More projects