Supporting Teachers in Becoming Agents of Social Cohesion: Professional Development in Post- Apartheid South Africa

Autor/inn/en	Mogliacci, Rada Jancic; Raanhuis, Joyce; Howell, Colleen
Titel	Supporting Teachers in Becoming Agents of Social Cohesion: Professional Development in Post- Apartheid South Africa
Quelle	In: Education as Change, 20 (2016) 3, S.160-179 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1682-3206
Schlagwörter	Social Change; Change Agents; Social Integration; Racial Segregation; Qualitative Research; Content Analysis; Intervention; Teacher Empowerment; Social Justice; Teacher Attitudes; Foreign Countries; Transformative Learning; Faculty Development; Attitude Change; Interviews; Stakeholders; Guides; International Organizations; Workshops; South Africa + Suchen Sie Ihr Suchwort? Sozialer Wandel; Soziale Integration; Rassentrennung; Qualitative Forschung; Inhaltsanalyse; Soziale Gerechtigkeit; Lehrerverhalten; Ausland; Pädagogische Transformation; Attitudinal change; Einstellungsänderung; Interviewing; Interviewtechnik; Handbuch; Leitfaden; International organisation; International organisations; International organization; Internationale Organisation; Lernwerkstatt; Schulung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/index.php/EAC/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01