Teaching in the new South Africa at Merrydale High School / Everard Weber.

Format:

Book

Thesis/Dissertation

Author/Creator:

Weber, Everard.

Language:

English

Subjects (All):

Merrydale High School (Cape Town, South Africa).

High school teaching--South Africa.

High school teaching.

Education--South Africa.

Education.

Education, Secondary.

South Africa.

Education and state--South Africa.

Education and state.

Education, Secondary--South Africa.

Genre:

Academic theses.

Physical Description:

xii, 230 pages ; 23 cm

Place of Publication:

Lanham, Md. : University Press of America, [2006]

Summary:

Teaching in the New South Africa at Merrydale High School is a case study of a school in Cape Town, South Africa. Through interviews, classroom observations, and document analysis carried out in 2000 and 2001, this comprehensive work discusses the lingering social impact of apartheid and the education policies implemented since the attainment of black majority rule in 1994. The book examines the increased demands placed on teachers and subsequent impact on their working and personal lives. It covers the history and politics of teaching in South Africa, school governance, teacher identities, classroom management, curricula and pedagogy, and racial diversity and integration. It also offers insight into the international context of education change at Merrydale High and in South Africa.

Contents:

Chapter 1 Teaching in the new South Africa 1

The school as teachers' workplace 3

Teaching 5

The workplace and teaching 5

Implementing education reform in South Africa 8

Studies on implementation 10

Summary 16

Outline 17

Chapter 2 The social setting 19

Apartheid 20

Resistance 25

Cape Town's Metro South East Region 28

Mitchell's Plain 30

Khayelitsha 31

Teaching in post-apartheid South Africa 33

Chapter 3 The policy context 35

School governance and funding 36

Right-sizing teachers in the Western Cape 41

Outcomes-based Education 48

New norms and standards for teachers 55

Conclusion 56

Chapter 4 Methodology 59

A qualitative case study 59

Selecting a research site and negotiating access 63

Co-authoring data collection 65

Researcher and participant 66

The interviews with teachers 68

Participation 70

Sampling the teachers 71

Research methods 73

Analysis 74

Validity 76

Chapter 5 School history: "a previous memory" 79

School history 80

Politics and schoolwork 84

Kevin Langenhoven 84

Shanaaz Rasool 91

School history and history teaching 95

People's Education and Outcomes-based Education 98

Chapter 6 School governance 101

Unity 102

School atmosphere 102

School activities 104

Merrydale High and the Western Cape Education Department 106

School politics 108

The Learner Representative Council 108

The School Governing Body 111

Parent meetings 115

School organization, management-and politics 117

Staff meetings 123

Governance at Merrydale 125

Chapter 7 Struggling to teach 129

Thabisa Tindleni 130

Achmat Mohammed 135

Discipline in the school 140

The effects of rationalization 143

History 144

Teachers talk about discipline 146

Stress and leaving the profession 148

The impact on the job 150

Poverty, troubled family life and crime 152

Conclusion 155

Chapter 8 Curriculum and pedagogy 157

Teacher autonomy over curricula and pedagogy 158

Basil Willemse 162

Shahieda Gool 166

Sharon Titus 172

Faith Newman 173

Conclusions 174

Chapter 9 Being raceblind 179

Two studies 181

Non-racialism and racial, cultural and linguistic difference 182

A raceblind curriculum and pedagogy 187

A racially diverse faculty 191

Race and OBE 192

Conclusion 192

Chapter 10 Conclusions and implications 195

Teaching at Merrydale High School 196

A change agenda for Merrydale High School 199

The research process: limitations and strengths 202

Notes on the local, the national and the global 205.

Notes:

Based on the author's thesis (Ed. D.)--Harvard University, 2002.

Includes bibliographical references (pages [211]-224) and index.

ISBN:

0761834273

OCLC:

70049225

Publisher Number:

9780761834274