Reggae music’s transformative potential explored at workshop

The potential of reggae music as a transformative tool for teaching, healing, community building and social justice in higher education was explored during the Introductory Reggae Education Workshop, hosted by the Tshwane University of Technology’s Faculty of Arts and Design on 11 November. This Teaching Advancement at Universities (TAU) workshop, led by Dr Rostislava Pashkevitch-Ngobeni, Head of the Department of Performing Arts, attracted an array of participants from diverse University environments.

Thirty-two participants, including undergraduate and postgraduate students, a research professor, academic staff, Student Development and Support (SDS) practitioners and colleagues from administrative and professional units, attended the workshop.

The diversity of participants created a dynamic learning environment that aligned with Dr Pashkevitch-Ngobeni’s commitment to inclusive, culturally grounded and socially conscious educational practice. The workshop formed part of her ongoing TAU project, which investigates how music, particularly reggae, can support student wellbeing and enrich socially critical pedagogical approaches.

The session was presented in two interconnected parts. The first part introduced participants to the roots, rhythm and political legacy of reggae through a multimedia presentation. Dr Pashkevitch-Ngobeni highlighted the genre’s evolution from the social and economic struggles of Jamaica and its deep connection to African consciousness, identity formation and liberation philosophy. She situated reggae as a form of artivism that communicates powerful messages of justice, peace and unity. Participants were encouraged to reflect on how reggae can serve as a pedagogical bridge between academic knowledge and lived experience.

A significant focus of this discussion was the legacy of the late South African reggae visionary, Carlos DjeDje. Dr Pashkevitch-Ngobeni explained how DjeDje’s music and philosophy offer essential lessons for rehumanising education.

“His teachings on compassion, discipline, community engagement and cultural memory enrich the possibilities of an academic environment that values humanity as much as intellectual achievement,” Dr Pashkevitch-Ngobeni says.

The second part of the workshop provided an experiential musical engagement. Using the song Don’t Worry, by Bobby McFerrin, participants explored the foundational reggae beat and engaged with the rhythmic and lyrical elements that give the genre its emotional depth. This practical activity illustrated how music can promote mental wellbeing, emotional expression and collective resilience. It demonstrated that learning is not only intellectual but also embodied, emotional and communal.

An important feature of the workshop was a discussion on the Rastafari philosophy of I and I. Dr Pashkevitch-Ngobeni says that I and I express the unity between the individual self and the collective human experience.

“It speaks to equality, interconnectedness and shared responsibility. Within the academic setting, this philosophy encourages collaborative knowledge creation and mutual respect between students and educators. It supports the development of learning spaces that acknowledge the dignity, voice and lived realities of all participants,” Dr Pashkevitch-Ngobeni adds.

The workshop generated enthusiastic engagement. Many students expressed how reggae’s messages resonate with their experiences of stress, identity and resilience. Academic staff noted the value of integrating music into teaching practice, while SDS practitioners recognised the workshop’s potential to support mental health initiatives.

A key outcome of the session was a request from the SDS guests. The SDS team asked Dr Pashkevitch-Ngobeni to develop a first-year introductory reggae workshop designed to address mental health awareness, social justice education, stress management and community building among new students. This request affirmed the workshop’s relevance and impact, highlighting reggae’s potential as a culturally resonant tool that speaks directly to student needs.

The Introductory Reggae Education Workshop demonstrated the power of music to transform teaching and learning. Through theory, rhythm and reflection, Dr Pashkevitch-Ngobeni illustrated how reggae can open spaces for healing, unity and critical consciousness.

“The workshop stands as a meaningful contribution to the TAU programme and strengthens TUT’s commitment to inclusive, creative and socially responsible education.” Dr Pashkevitch-Ngobeni concludes.

Participants exploring the potential of reggae music as a transformative tool for teaching, healing, community building and social justice in higher education during an Introductory Reggae Education Workshop.