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The problem this study examined was lack of interest among African youth in pursuing artistry disciplines due to minimal promotion of the discipline, its minimal role in self- and talent discovery initiatives. The artistry works of the South African artists such as Lesego Rampolokeng, who promotes self-awareness and Black consciousness are not promoted in the South African school curriculum and communities, and media is also silent about them. The primary objective of the study was to examine the views of student teachers and lectures on the works of Lesego Rampolokeng, and its contribution towards youth’s self-awareness and talent discovery; and how African artistry can be used to promote youth that is self-propelled and self- actualised in their career life. The key findings of the study indicate that black consciousness lessons of Rampolokeng evoke student teachers’ self -awareness and become self-propelled towards self- actualised career life. Furthermore, Rampolokeng is regarded as a role model whose works can be used to promote self- and talent discovery among South African youth. This study therefore, recommends that performing arts should be promoted in African communities and become a compulsory subject in the basic education. The study further proposes an increased exposure of African Performing Arts works in the South African school curriculum; and school Arts competition, as well as through increased number of Arts festival in South African communities.

The primary objective of this study was to report on a series of workshops that were held in three institutions of higher learning on resilience, peace-building and prevention of violence using transformative pedagogies (TP). This progressive approach to teaching and learning is known as an activist approach and it is a reaction to the traditional approach to teaching and learning which perceive teachers as the people who control the teaching and learning process. The study was a mixed method and was premised on transformative paradigm. Data was collected using evaluation survey from participants and reflection from facilitators on the feedback and experiences in the delivery of the workshops in the three institutions. The participants in the series of workshops were the lecturers, student teachers and members of students’ representative council (SRC). The workshops aimed at equipping the participants with the skill to be peace-builders by articulating how the issues of peace and violence manifests and intersect in the South African contexts and beyond. Furthermore, the participants were expected to identify strategies for enhancing education for peacebuilding in their own contexts using transformative pedagogies. The results revealed and provided feedback not only on the effectiveness of the project but also assisted in illuminating the effectiveness of the use of transformative pedagogies in the classrooms and change learners and students to be peace ambassadors.