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Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum

Subreenduth, Solotchnee Sharon
http://rave.ohiolink.edu/etdc/view?acc_num=osu1047358178

Abstract Details

2003, Doctor of Philosophy, Ohio State University, Educational Policy and Leadership.
This qualitative case study explored the narratives of Black South African teachers as they seek to (re)define/construct and (re)negotiate their pedagogy as critical agents in South Africas journey through educational, political, social and cultural transformation. In doing so, the study explored how they negotiated their practice within the complex intertwining and tensions of identity, lived experience, liberatory struggles, and their notions of emancipatory teaching and learning. The theoretical frameworks of post/anti-apartheid, critical theory, and feminist theory inform this study. The work of multiple South African scholars who have explored, theorized and recommended a post-apartheid pedagogy/educational dispensation is reviewed and discussed. The work of specific westernŽ scholars - Freire, Giroux, and hooks is also reviewed in relation to how it informs and is informed by South Africas notions of a post-apartheid pedagogy. The border crossing of these sets of literature and theoretical frames is an attempt to disrupt the binaries of us and them, western and third-world. It attempts to blur such rigidity and authority through critical tensions and therefore place the anti-apartheid educational ideology with/in the dominant (western) discourse on educational transformation. This study theorizes research as a reflective decolonizing process that guided the methods used and analysis of the teacher narratives. It also engages in the ethics and politics of transnational research(ers) and theorizes the personal within the research process. The teacher narratives offer possibilities for a closer engagement of how educational policy is interpreted/enacted in the classroom. Their narratives show how their teaching practice/philosophy is shaped and negotiated, constrained and set free by their personal histories, identity politics, racial encounters, apartheid, political (non)consciousness/activism/discourse, and project participation. It points out the complex interconnectedness/fracturing of the above and the often intangible that impacts teaching and learning. What emerged were an unveiling of myriad complexities, convictions and ambivalences to the (im)possibilities of the teaching and learning environment as an empowering vehicle for social change in South Africa. The teacher narratives burst with promise, ambivalence, optimism and somberness about the transformative possibilities of South Africas new curriculum. This study contextualizes the current educational discourse in South Africa within the very classrooms new educational policy is intended to impact.
Robert Lawson (Advisor)
170 p.
Education, Curriculum and Instruction
transformative pedagogy; South Africa; curriculum; anti-apartheid pedagogy; post-apartheid pedagogy

Recommended Citations

Citations

  • Subreenduth, S. S. (2003). Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1047358178

    APA Style (7th edition)

  • Subreenduth, Solotchnee. Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum. 2003. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1047358178.

    MLA Style (8th edition)

  • Subreenduth, Solotchnee. "Black teachers (re)negotiation and (re)construction of their pedagogical practice within South Africa's post-apartheid curriculum." Doctoral dissertation, Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1047358178

    Chicago Manual of Style (17th edition)

osu1047358178
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© 2003, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.