The development and transformation of disfranchised teachers
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Date
1996-10
Authors
Ishmail, Michelle Ingrid
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
This study deals principally with the development and transformation of teachers
who were disfranchised in the Republic of South Africa. As the creation of a
democratic, non-racial, united South Africa depends on the quality of the nation's
education, the calibre of the teacher assumes a critical position. The purpose
of this study is to establish whether the quality of education offered, provided
for the development and transformation of these teachers.
A historical overview of the major legislation which impacted on the lives of the
disfranchised teacher is provided in order to give an understanding of the
conditions which disfranchised teachers endured and how it affected their
education in the segregated education departments. It emerges that education
for the disfranchised was rigidly controlled by Central Government with the aim
of preparing the disfranchised for perpetual subservience. Hence curricula for
the various racial groups were diverse, it stressed obedience, communal loyalty
and the rigid regimentation of teachers. Moreover none of these disfranchised
teachers have completed their schooling untouched by the wave of protests,
boycotts and demonstrations to oppose the entire political, economic, social and
educational system which controlled their lives. In trying to accommodate
prospective teachers who were unable to complete their schooling, curriculums
in Colleges of Education were adapted and have thus become loaded with theory
resulting in a skewed outcome at the expense of competency, efficiency,
empowerment and the ability to bring about change in the classroom.
The curriculums used after 1979 at Colleges of Education for the disfranchised,
is outlined to ascertain if it indeed provided for the development and
transformation of these teachers. In addition a brief synopsis of teacher
education for the franchised is provided to determine the difference in provision.
During the study, the key persons involved in teacher education (student
teachers, teachers and lecturers) were asked to comment on anticipated
shortcomings in their teacher education as well as difficulties they experienced
due to these shortcomings. The research focused on 6 schools which operated
under the ex-disfranchised departments as well as lecturers from a College of
Education in Kimberley.
The research shows that student teachers, teachers and lecturers agree that the
practical aspect of teacher education needs more attention.
On the basis of the research, certain changes in teacher education programmes
for teachers, is recommended.
Description
Keywords
Teachers -- Social conditions, Teachers -- Training of -- South Africa, Dissertation (M.Ed. (Education))--University of the Free State (South Campus), 1996