SUPPORTING TEACHERS IN BECOMING AGENTS OF SOCIAL COHESION: PROFESSIONAL DEVELOPMENT IN POST-APARTHEID SOUTH AFRICA
<p align="left"><span>Policy and research have been advocating the importance of teachers in achieving equity and teachers are called to act as agents of social justice. This issue remains central to the development of a post-apartheid South Africa, where a need for reconciliat...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Unisa Press
2016-12-01
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| Series: | Education as Change |
| Subjects: | |
| Online Access: | https://upjournals.co.za/index.php/EAC/article/view/1482 |
| _version_ | 1811272927173148672 |
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| author | Rada Jancic Mogliacci Joyce Raanhuis Colleen Howell |
| author_facet | Rada Jancic Mogliacci Joyce Raanhuis Colleen Howell |
| author_sort | Rada Jancic Mogliacci |
| collection | DOAJ |
| description | <p align="left"><span>Policy and research have been advocating the importance of teachers in achieving equity and teachers are called to act as agents of social justice. This issue remains central to the development of a post-apartheid South Africa, where a need for reconciliation and healing still dominates the society. Such a landscape requires adequate support through transformative professional development. In this paper we analyse the design of the intervention ‘Teaching Respect for All’ that aims to empower teachers in South Africa to act as agents of social justice. Based on the literature review, content analysis of the intervention’s manual and resource book, and interviews with stakeholders we explore if the intervention outline can support teachers in becoming agents of social cohesion. The qualitative content analysis of the data unearthed four aspects of the intervention: the what, the how, the why, and the so what. We argue that while the intervention enables an alteration of teaching practice, altering teachers’ beliefs is a long-lasting and more challenging task. We conclude the paper with recommendations for transformative professional development programmes and the value of such for socially just education in South Africa.</span></p> |
| first_indexed | 2024-04-12T22:49:58Z |
| format | Article |
| id | doaj.art-24f2ac1ba0bb43f4892ecf29aaddc0ac |
| institution | Directory Open Access Journal |
| issn | 1682-3206 1947-9417 |
| language | English |
| last_indexed | 2024-04-12T22:49:58Z |
| publishDate | 2016-12-01 |
| publisher | Unisa Press |
| record_format | Article |
| series | Education as Change |
| spelling | doaj.art-24f2ac1ba0bb43f4892ecf29aaddc0ac2022-12-22T03:13:23ZengUnisa PressEducation as Change1682-32061947-94172016-12-01203160179821SUPPORTING TEACHERS IN BECOMING AGENTS OF SOCIAL COHESION: PROFESSIONAL DEVELOPMENT IN POST-APARTHEID SOUTH AFRICARada Jancic Mogliacci0Joyce Raanhuis1Colleen Howell2Cape Peninsula University of TechnologyCape Peninsula University of TechnologyCape Peninsula University of Technology<p align="left"><span>Policy and research have been advocating the importance of teachers in achieving equity and teachers are called to act as agents of social justice. This issue remains central to the development of a post-apartheid South Africa, where a need for reconciliation and healing still dominates the society. Such a landscape requires adequate support through transformative professional development. In this paper we analyse the design of the intervention ‘Teaching Respect for All’ that aims to empower teachers in South Africa to act as agents of social justice. Based on the literature review, content analysis of the intervention’s manual and resource book, and interviews with stakeholders we explore if the intervention outline can support teachers in becoming agents of social cohesion. The qualitative content analysis of the data unearthed four aspects of the intervention: the what, the how, the why, and the so what. We argue that while the intervention enables an alteration of teaching practice, altering teachers’ beliefs is a long-lasting and more challenging task. We conclude the paper with recommendations for transformative professional development programmes and the value of such for socially just education in South Africa.</span></p>https://upjournals.co.za/index.php/EAC/article/view/1482teacher changeCPDsocial cohesionTeaching Respect for Allintervention analysis |
| spellingShingle | Rada Jancic Mogliacci Joyce Raanhuis Colleen Howell SUPPORTING TEACHERS IN BECOMING AGENTS OF SOCIAL COHESION: PROFESSIONAL DEVELOPMENT IN POST-APARTHEID SOUTH AFRICA Education as Change teacher change CPD social cohesion Teaching Respect for All intervention analysis |
| title | SUPPORTING TEACHERS IN BECOMING AGENTS OF SOCIAL COHESION: PROFESSIONAL DEVELOPMENT IN POST-APARTHEID SOUTH AFRICA |
| title_full | SUPPORTING TEACHERS IN BECOMING AGENTS OF SOCIAL COHESION: PROFESSIONAL DEVELOPMENT IN POST-APARTHEID SOUTH AFRICA |
| title_fullStr | SUPPORTING TEACHERS IN BECOMING AGENTS OF SOCIAL COHESION: PROFESSIONAL DEVELOPMENT IN POST-APARTHEID SOUTH AFRICA |
| title_full_unstemmed | SUPPORTING TEACHERS IN BECOMING AGENTS OF SOCIAL COHESION: PROFESSIONAL DEVELOPMENT IN POST-APARTHEID SOUTH AFRICA |
| title_short | SUPPORTING TEACHERS IN BECOMING AGENTS OF SOCIAL COHESION: PROFESSIONAL DEVELOPMENT IN POST-APARTHEID SOUTH AFRICA |
| title_sort | supporting teachers in becoming agents of social cohesion professional development in post apartheid south africa |
| topic | teacher change CPD social cohesion Teaching Respect for All intervention analysis |
| url | https://upjournals.co.za/index.php/EAC/article/view/1482 |
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