SUNScholar - Browsing by Author "Le Grange, Lesley"

Browsing by Author "Le Grange, Lesley"

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Against environmental learning:Why we need a language of environmental education
(Rhodes University : Environmental Education Department, 2004-12) Le Grange, Lesley
As witnessed at the 2004 EEASA Conference, environmental learning is emerging as a popular term in environmental education discourses in South Africa.There are those who argue that there is no need to speak about environmental education in South Africa anymore since environment is embedded in the new curriculum frameworks for General Education and Training and Further Education and Training.All that is required is the (environmental) learning of what is defined in various education policies. In this viewpoint paper I contextualise ‘environmental learning’ within the emergence of a language of learning internationally. I raise some concerns about a language of learning and argue for a language of environmental education.
Challenges for curriculum in a contemporary South Africa
(AFRICAN SUN MeDIA, 2011) Le Grange, Lesley
INTRODUCTION: Curriculum is a complex and contested terrain that is variously described based on disparate philosophical lenses through which it is viewed. When the word ‘curriculum’ is used it is generally understood as applying to school education, that is to the prescribed learning programmes of schools or more broadly to the learning opportunities provided to school learners, rather than to higher education. A survey of articles published in prominent curriculum journals such as the Journal of Curriculum Studies and Curriculum Inquiry, for instance, shows that very little space is given to articles on higher education. Ironically, the term was first used in relation to higher education rather than school education. It was Ramus, the sixteenth-century master at the University of Paris, who first worked on ‘methodising’ knowledge and teaching. It was in Ramus’s work, a taxonomy of knowledge, the Professio Regia (1576), which was published posthumously, that the word ‘curriculum’ first appears, referring to “a sequential course of study” (for more detail see Doll 2002:31). According to Doll (2002:31), Ramus’s idea of a general codification of knowledge (curriculum) flourished among universities that were strongly influenced by Calvinism, ostensibly because of their affinity for discipline, order and control.
Challenges for participatory action research and indigenous knowledge in Africa
(Faculty of the Humanities, University of the Free State, 2001) Le Grange, Lesley
Participatory action research represents the convergence of two intellectual and practical traditions, that of action research and participatory research. Although participatory action research is by no means uncontentious, it has become a familiar term to social research practitioners. However, in recent years critiques of Western epistemologies by sociologists of knowledge, feminists, post-colonialists and postmodern scholars present challenges for participatory action research in Africa. This article critically examines epistemologies that support and underpin participatory action research. It particularly interrogates the dominance of Western epistemologies in supporting models of participatory action research used in Africa and elsewhere, and explores spaces for indigenous epistemologies and Western epistemologies to be performed together within participatory action research processes.
Climate change science : the literacy of Geography teachers in the Western Cape Province, South Africa
(Education Association of South Africa, 2015-08) Anyanwu, Raymond; Le Grange, Lesley; Beets, Peter
One of the universal responses to tackling global climate change is teaching climate change concepts at all levels of formal education. This response requires, among other things, teachers who are fully literate about climate change science, so that they can explain the concepts underlying the causes, impacts and solutions of climate change as accurately as possible to learners. The main intention of this study was to understand high school Geography teachers’ levels of knowledge about climate change science. A 15-item, criterion-referenced, multiple-choice Climate Change Literacy Questionnaire with a reliability coefficient of 0.74 using the Guttman’s spit-half test was administered to 194 high school Geography teachers in the Western Cape Province of South Africa. Data collected were analysed with the Pearson’s Chi-square test and One-Way Analysis of Variance (ANOVA). The results showed that the majority of the participants demonstrated significantly high literacy levels in climate science, with their literacy levels higher in climate processes and causes of climate change than climate change impacts and solutions. Misconceptions were found in all three categories of climate change science as represented in the survey instrument. These findings suggest that teacher educators and policymakers should improve professional development programmes and support interventions in teacher knowledge and understanding of climate change concepts, so as to enhance climate change education in schools.
A comment on critiques of the article age- and education-related effects on cognitive functioning in Colored South African women
(HESA, 2019) Le Grange, Lesley
A recently published article on the cognitive functioning of coloured women, authored by five Stellenbosch University academics received much criticism from those in the academy and those outside. The public outcry focused mainly on racial essentialism evident in the article. But, there were also other criticisms, which focused on the scientific merit of the article, the peer-review process and ethical regulation at Stellenbosch University. In this article, I revisit some of the criticisms levelled against the research reported in the article, which was published in the journal Aging, Neuropsychology and Cognition, and argue that criticisms raised in the wake of the publication should be contextualised within broader debates. I aver that our response to racism in science should not concern merely exorcising racism from science content but that modern western science needs to be decolonised. Furthermore, an analysis of peer-review and ethical regulation in the Nieuwoudt et al. (2019) case should not focus simply on whether reviewers did their work or not, but that the dominant systems of peer-review and ethics creep in the neoliberal university should come under scrutiny.
Cosmo-ubuntu: Toward a new (exterior to modernity) theorizing about the human, the cosmos, and education
(The University of Chicago Press, 2020) Cossa, José; Le Grange, Lesley; Waghid, Yusef
This essay review offers reﬂections on “vCIES 2020: Education beyond the Human.” This 64th annual conference of the Comparative and International Education Society, which was to have taken place in Miami, was instead held virtually due to the COVID-19 pandemic. We would like to acknowledge Mame D. Ndiaye, a graduate student in the Cornell Institute for Public Affairs at Cornell University, for her en-gagement with our ideas toward a future publication. 1 The word bantaba originates from the Gambia in West Africa and is a derivative of two words in the Mandinka language: bant ‘tree’ and aba ‘meeting place’. Bantaba thus signiﬁes a gathering of community members to discuss salient issues that affect the collective. Generally, under a big tree in the community, issues that matter to all are publicly discussed, with the aim to reach a consensus. 2 In 2020, ASIG submitted a proposal for the CIES Innovation Fund for a Global Bantaba to further expand access to people traveling from Africa. It was not funded due to the advent of COVID-19 and consequent budgetary constraints.
Could the Covid-19 pandemic accelerate the uberfication of the university?
(HESA, 2020) Le Grange, Lesley
The COVID-19 pandemic has radically changed our world. All spheres of social life have been affected by the pandemic. Lockdown and other restriction measures have grinded contact tuition to a hold and we are seeing universities pivot to online learning/teaching. Although authentic online teaching/learning may not be realised in this moment of crisis, online teaching/learning is likely to be expanded post-COVID-19. In this article, I explore the possibility that the COVID-19 pandemic could accelerate the uberfication of the university. The concept of “uberfication of the university” was first mooted by Gary Hall (2016). I argue that although uberfication of the university (or its acceleration) is not preordained, the potential for its actualisation is already embedded in our present social, educational and technological situation. Although the possibility exists that the present situation can also be a carrier of alternatives to uberfication, vectors of escape from the latter will depend on the active construction of counter narratives to uberfication. The article thus sounds a cautionary note to universities.
Decolonisation and anti-racism: Challenges and opportunities for (teacher) education
(John Wiley & Sons Ltd, 2022-11-03) Le Grange, Lesley
In the past two decades, we have seen a renewed interest in decolonisation. A proliferation of literature produced on the topic, the establishment of journals on decolonisation, student protests such as the #RhodesMustFall campaign at universities in South Africa and Oxford University in Britain, French President Emmanuel Macron's call for the repatriation of African heritage from European museums, the appointment of a Deputy Minister of Decolonisation in Bolivia, bear testimony to a heightened consciousness on the topic. Moreover, we are witnessing the internationalisation of Indigenous knowledge as colonised peoples across the globe use the spaces that globalisation affords to build solidarities in order to resist the homogenising and normalising effects of globalisation and to decentre western epistemologies. In this article, which contributes to the Special Issue on Decolonial and Anti-racist Perceptions in Teacher Training and Education Curricula, I do three things: discuss the concept of decolonisation including its meanings produced in different geographies, discuss the connection between decolonisation and anti-racism, present challenges and opportunities for decolonising (teacher) education programmes through the concepts of currere, complicated conversation and land education. I conclude that decolonisation is not an easy task in the neoliberal university and other institutions offering initial teacher training/ education. However, there always exists opportunities for invigorating decolonial desires in such teaching/learning spaces.
Decolonising the university curriculum
(HESA, 2016) Le Grange, Lesley
The student protests of 2015 precipitated a renewed interest in the decolonisation of the university in South Africa, and by association the decolonisation of the university curriculum. The decolonisation of the curriculum is an important conversation, and long overdue, given that the Western model of academic organisation on which the South African university is based, remains largely unchallenged. In this article I add to the conversation by discussing what decolonisation entails, why the need for decolonisation, the importance of rethinking how curriculum is conceived, and outlining some possible ways of decolonising the university curriculum. The purpose is not to provide a set of answers but to open up ways of (re)thinking the university curriculum.
Decolonising, Africanising, indigenising and internationalising Curriculum Studies : Opportunities to (re)imagine the field
(University of KwaZulu-Natal, 2018) Le Grange, Lesley
In recent years the terms internationalisation, indigenising, decolonising, and Africanising have circulated in discourses on curriculum both internationally and in South Africa. Recent student protests in South Africa have precipitated a particular interest in the decolonising of the university curriculum. As a consequence, we are witnessing contestations on the topic in scholarly journals and books, and in the popular media. The concept, decolonisation of the curriculum, has also been bandied around loosely by some students, eliciting criticism on the lack of clarity about this. The field of curriculum studies in South Africa has been characterised by a focus on banal matters related to the national curriculum: the merits and demerits of outcomes-based education; findings of standardised tests; assessment; continuity and progression; classroom pedagogy; and so forth. The upshot of this is that the field has become hackneyed, unimaginative, and unable to address bigger questions such as the ones raised in the Call for Papers of this special issue. I argue in this article that the concepts internationalising, indigenising, decolonising, and Africanising could be the impetus for the renewal of the field of curriculum studies in South Africa. In the article I clarify what is meant by the internationalising, indigenising, decolonising, and Africanising of the curriculum. I discuss the ways in which the concepts are disparate and explore the conceptual connections between and among them. My exploration opens up alternative ways of thinking curriculum through viewing it as a “complicated conversation” (Pinar, 2004a, p. xiv) that could have potentially transformative effects on the field of curriculum studies in South Africa. My main aim here is to register the possibility of such complicated conversations happening in South African curriculum studies.
Dekolonisering van die kurrikulum : 'n kontekstualisering van ekonomie- en besigheidstudie-onderrig
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2019) America, Carina; Le Grange, Lesley
Die debat oor die dekolonisering van opvoeding het (her)opgeduik in Suid-Afrika. Daar word erken dat dekolonisering ŉ komplekse en veelvlakkige proses is met betrekking tot die betekenis, wie behoort in Afrika-universiteite te onderrig, wat behoort onderrig te word vir watter student (SU 2017). Komplekse begrippe soos Afrikanisasie, Eurosentrisme, verwestersing, kolonialisme, kolonialiteit, dekolonisering en dekolonialiteit het verskyn en is belig (sien SU 2017; Le Grange 2016; Le Grange 2018; Mbembe 2015). Daar is egter ŉ swye in huidige diskoerse wanneer dit kom by onderwysersopleiding (Sayed, Motala, & Hoffman 2017), spesifiek betreffende die onderrig van Ekonomie en Besigheidstudie (EBSO). Dit is omdat die dekoloniseringsdebat merendeels op hoër onderrig in die algemeen gefokus is (sien Le Grange 2016; Le Grange 2018; Mtembe 2015). Die vraag is hoe die EBSO-kurrikulum as deel van ŉ aanvanklike onderwysersopleidingsprogram gedekoloniseer en die kontekstuele en inhoudskennis belyn kan word. Inhoudskennis in EBSO is gemodelleer op ŉ oorwegend neoklassieke wêreldsiening wat meestal ontdaan is van plaaslike Suid-Afrikaanse sosio-ekonomiese werklikhede (America 2014; Maistry & David 2018) en waar ongelykheid en armoede in die samelewing steeds aansienlik hoog is (Bernstein 2014; Wêreldbank 2018). Die pre- en postkoloniale tydperke het voetspore gelaat in die hedendaagse ongelykheid en ŉ disposisie wat diep gewortel is in instellings en organisasies. Die hedendaagse sakewêreld en ekonomie waarin instellings en organisasies gevestig is, vorm deel van die inhoud van EBSO, maar is nie noodwendig 'n aanduiding van die kontekstuele kennis nie. Die rol van instellings word later bespreek. Ons argumenteer dat insig in die volgende drie aspekte riglyne kan verskaf vir die belyning van kontekstuele met inhoudskennis in onderwysersopleiding: die meriete van geskiedenis, die stel van kritiese vrae en die modellering van gekontekstualiseerde onderrig. Die toepassing van kennis wat relevant is vir spesifiek (Suid-)Afrikaanse kontekste kan studente in staat stel om beter sin te maak van hul vakgebied. Voorafgaande impliseer ŉ tweeledige aanpassing in die EBSO-kurrikulum: eerstens die insluiting van Afrika-perspektiewe en tweedens die integrasie van ekonomie en besigheidsgeskiedenis in die kurrikulum.
Die gebruik van ondersoekgebaseerde wetenskaponderrig om studente se konseptuele begrip van gelykstroomelektrisiteit te bevorder
(AOSIS, 2017-05-26) Edwards, Nazeem; Le Grange, Lesley
Navorsing in wetenskaponderwys het ontstaan uit die positivistiese paradigma waarin wetenskaplike kennis as onveranderlik beskou was. Hierdie artikel ondersoek die gebruik van ondersoekgebaseerde wetenskaponderrig as ’n pedagogiese strategie om voornemende wetenskaponderwysers se konseptuele begrip van gelykstroomelektrisiteit te bevorder. Daar word voorgestel dat Vygotsky se sosiale konstruktivisme en Dewey se pragmatisme gemeenskaplike elemente het wat as ’n filosofiese raamwerk vir ondersoekgebaseerde wetenskaponderrig kan dien. ’n Voorbeeld van die transformerende veronderstellinggedrewe onderrigeksperiment as ’n ontwerpstudie in wetenskaponderwys, word uiteengesit. ’n Terugskouende ontleding word verskaf om ’n leeromgewing te ontwikkel wat tot beter konseptuele begrip van basiese gelykstroomelektrisiteit deur voornemende wetenskaponderwysers kan bydra.
Die geleefde ervarings van primere skoolonderwysers binne 'n kultuur van performatiwiteit
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2016-12) Van Wyk, Milton; Le Grange, Lesley
Die doel van hierdie studie is om uiteindelik 'n diepgaande begrip te vorm oor die belewenisse van laerskoolonderwysers met betrekking tot die fenomeen van performatiwiteit en die betekenis wat hulle daaraan heg. Die navorsingsvraag is: Wat is die geleefde ervarings van primêre skoolonderwysers binne 'n kuituur van performatiwiteit. In hierdie kwalitatiewe studie word daar op die hermeneuties-fenomenologiese navorsings benadering van Van Manen (1990) gekonsentreer. Die data is ingesamel deur fenomenologiese onderhoude met die deelnemers te voer, asook vanuit die deelnemers se eie geskrewe narratiewe. Die vier fundamentele eksistensiële bestaanswyses van Van Manen (1990) is gebruik om die ontleding van die data te rig. Tydens hierdie studie is die volgende bevind: Die bestaanswyse van "geleefde ruimte" was vir die deelnemers 'n heroproep en herbeleef van werklike, emosionele ervarings wat hulle moes verduur in hul pogings om tot die performatiewe diskoers te konformeer. Die bestaanwyse van die "geleefde liggaam" het kwessies van toerekenbaarheid en fisiologiese newe-effekte na vore gebring. Die bestaanswyse van "geleefde tyd" het die deelnemers se geleefde ervarings uit hul verlede, die hede en ook die toekoms in die onderwyslandskap uitgebeeld. Die bestaanswyse van die "geleefde ander" het die interpersoonlike verhoudings tussen die deelnemers en betrokke groepe onthul.
Die herkonseptualisering van volhoubaarheid na die dekade van opvoeding vir volhoubare ontwikkeling
(Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2015-03) Ontong, Krystle; Le Grange, Lesley
AFRIKAANSE OPSOMMING: Die afgelope dekade (2005–2014) is gekenmerk deur verskeie bewusmakingsveldtogte aangaande volhoubare ontwikkeling. Nietemin, tesame met die veelvoudige waarskuwings wat die behoefte aan ’n volhoubare leefstyl beklemtoon, is die omgewing steeds besig om teen ’n geweldige spoed agteruit te gaan. Hierdie agteruitgang is onder meer sigbaar in die globale omgewingsprobleme soos klimaatsverandering, die afname in biodiversiteit, besoedeling, ontbossing en ’n groeiende werkloosheidsyfer. Verskeie opvoedkundige pogings is reeds aangewend om die erns van die globale sosio-ekologiese krisis te belemtoon, insluitend die Verenigde Nasies se verklaring aangaande die dekade van opvoeding vir volhoubare ontwikkeling (2005–2014). Ten spyte hiervan blyk dit dat onderwysers steeds voortgaan om te onderrig asof daar geen planetêre noodgeval bestaan nie. Nou, na die laaste jaar van die dekade van opvoeding vir volhoubare ontwikkeling, kan daar gevra word: Hoe kan onderwysers en skole volhoubaarheid ná afloop van hierdie dekade opnuut aanspreek? In hierdie artikel word daar aangevoer dat onderwysers en skole eerstens die term “volhoubaarheid” binne omgewingsopvoeding moet herkonseptualiseer voordat daar na die implementering van nuwe pedagogieë gekyk word. Die hoofdoel van hierdie artikel is dus (a) om ’n konseptuele raamwerk van só ’n veranderde siening voor te stel deur die moontlikheid van volhoubaarheid as ’n denkraamwerk te bespreek en (b) die implikasies daarvan vir onderwysers en skole te verken.
(Individual) responsibility in decolonising the university curriculum
(HESA, 2021) Le Grange, Lesley
Since the “#RhodesMustFall” and “#FeesMustFall” student protests of 2015 and 2016 there has been much written about decolonisation in South Africa, particularly in relation to the curriculum. However, not much has been written about individual responsibility in the process of decolonisation, which Fanon (1967) argued is a necessary condition for decolonisation. In this article I argue that the autobiographical method, currere is one form of decolonisation. I use currere to document my own journey of decolonisation. I conclude that taking individual responsibility in decolonising the university curriculum involves a lifelong affair of unlearning and relearning from which no one is exempt because even those leading the decolonial project take in coloniality on a daily basis. Such a lifelong affair will involve multiple cycles of currere’s four steps so that currere, as a form of decolonisation, becomes a spiral of multiple cycles.
A narration of a physical science teacher's experience of implementing a new curriculum
(University of South Africa Press, 2016) Koopman, Oscar; Le Grange, Lesley; De Mink, Karen Joy
This article narrates the lived experiences of a Physical Science teacher named Thobani (pseudonym) in implementing a new curriculum in South Africa. Drawing on the work of Husserl and Heidegger, the article describes the objects of direct experience in Thobani’s consciousness about his life as a learner and teacher as revealed during an in-depth semi-structured interview conducted from two perspectives. The genealogical part of the interview chronicled how his knowledge of Physical Science had unfolded in his life as a learner and subsequently as a teacher; the portraiture perspective recounted the often traumatic events of his personal life and the circumstances that had informed his decision to become a teacher. Theoretically, the findings reveal how an incompetent Physical Science teacher had hampered his understanding of the fundamentals of the subject, and how the lack of support from the Department of Education and his head of department had retarded the implementation process. The insights gleaned from this phenomenological investigation into the thought processes of a teacher introduced to a new curriculum could have potentially transformative effects for policy-makers, curriculum planners and teacher educators at a time when South African teachers are yet again faced with the implementation of a new curriculum.
On predatory publishing : a reply to Maistry
(University of KwaZulu-Natal, 2019) Le Grange, Lesley
I reply to an article by Murthee Maistry entitled “You f*uck one goat!” Counting the cost of predatory publishing. In his article Maistry confesses his ‘wrong-doing’ of having published articles in ‘predatory’ journals. He argues that he is alone to blame for his ‘trangressions’ because academia is necessarily a critical space that demands astuteness and constant vigilance, which he failed to uphold. Through showing remorse he hopes to restore his academic reputation, which he believes has been lost. In my reply I point out that Maistry’s loss of academic reputation is imagined rather than real. Moreover, I point out that his confession and works of those who he cites such as Beall and well as Mouton and Valentine are based on flawed assumptions which cause then to commit a category mistake by focusing on the ‘containers’ that information is in, instead of the quality of the information itself. I point out that Maistry as well as Beall are trapped in the domain of morality which makes them blind to the importance of being an ethical researcher in the academy. Instead of focusing on issues of moral decline (Beall) and moral failings (Maistry) I suggest that in a digital age we should use the opportunities that open access (QA) publishing provide for democratising academic publishing and to make it as affordable to as possible to as many people as possible. This requires, as Willinsky and Alperin (2011) argue, treating the ethical domain as a realm of positive action where one goes out of one’s ways to help others instead of focusing on issues such as exam cheating and research fudging, in this instance ‘predatory’ publishing.
On the hegemony of International Knowledge in Tier 1 high-impact literature : a meta-study of citations in Indilinga (2008-2017)
(University of KwaZulu-Natal, 2018) Du Preez, Petro; Ramrathan, Labby; Le Grange, Lesley
In this article we problematize the hegemony of what we are choosing to call International Knowledge, as opposed to (South) African Knowledge, as it appears in articles and essays by International1 authors in high-impact journals. We eschew the term Global North in the light of rising debates about decolonisation and forms of cognitive colonisation. Knowledge is foregrounded in our focus on academic publishing and curriculum. We seek to explore the extent to which articles published in Indilinga: African Journal of Indigenous Knowledge Systems have referenced (South) African scholars. We go on to provide some explanation of why there is still a dominant reliance on International Knowledge for the scholarship published in this journal. We employed a realist interpretivist meta-study design and we selected a sample of 246 articles published in Indilinga between 2008 and 2017. We analysed the reference lists of these articles to determine the ratio between South African, African,2 and International authors cited, and we determined the institutional affiliation of the authors as part of this study. We also analysed keywords that featured predominantly and that were aligned to the title of the journal. It was clear that International authors were cited most frequently in Indilinga.
Pedagogical practices in a higher education context : case studies in environmental and science education
(Stellenbosch : Stellenbosch University, 2001-07) Le Grange, Lesley; Schreuder, D. R.; Waghid, Yusef
ENGLISH ABSTRACT: My study investigates opportunities that may currently be available to enable the transformation of post-apartheid teacher education. I examine two case studies of my own professional practice. The first case study involves in-service education work that I performed with teachers in a local community, Grassy Park. The second case study represents work I performed with students in a pre-service education programme at the University of Stellenbosch. My study aims to: • Critically examine the implications of social issues, particularly environmental issues, for pedagogical practices generally and for South African pedagogical work in particular. • Critically review the changing socio-historical determinants of pedagogical practices in South African teacher education. • Investigate changing pedagogical practices by describing and reflecting on work done in my own professional contexts as a science/environmental teacher educator at a historically Afrikaner university. With respect to teacher education, Pendlebury (1998) argues that we are seeing shifts in public space, evaluative space, pedagogical space and institutional space from insulated space (hidden from public scrutiny) to a more porous space. In this study I am concerned with pedagogical space that, in Pendlebury's (1998:345) terms determines 'who may learn (or teach), how and what they learn (or teach), when and for how long and where'. I use these categories of Pendlebury (1998:345) together with Turnbull's (1997) perspectives on knowledge production as conceptual tools to frame my analyses of the cases. Although a significant part of my study focuses on classroom practices, I take pedagogy to have a much broader meaning that incorporates in Hernandez's (1997:11) terms 'all spaces in which knowledge is produced and identities are formed'. This research report offers a brief insight into the complexities of change at the micro-level of classroom practices. But, importantly also contextualises these micro-level pedagogical practices within broader socio-historical determinants and provides praxiological comments on postapartheid education policies. The research also initiates an investigation into the social organisation of trust in post-apartheid South Africa.
Performatiwiteit as verskynsel in die onderwys
(LitNet, 2017) Van Wyk, Milton; Le Grange, Lesley
Performatiwiteit in die onderwys is ’n neoliberale verskynsel. Die neoliberalisme is ’n gedagterigting wat effektiwiteit, doeltreffendheid en gehalte beklemtoon. Met hierdie artikel word daar op die toenemende belang van hierdie tipies besigheidsbeginsels in skole gefokus. Binne ’n performatiewe bestel word oordrewe klem op die regulering en bestuur van die onderwyser se werksverrigting geplaas. Deur performatiwiteit in die dagtake van onderwysers in te dwing, het regerings toenemend beheer oor daardie onderwysers se werkslewe verkry. Spesifieke tegnieke van dophouding en moniteringstelsels, soos selfbeheer, beheer deur ander, beheer deur inligtingsvervaardiging, beheer deur leerderprestasie en beheer deur assesseringsdata, is ingestel sodat onderwysers verplig word om hul toerekenbaarheid aan die onderwysowerhede te demonstreer. Die bestuur van hierdie toerekenbaarheidsprosesse is ’n soort skrikbewind wat ook die “gruwels (terrors) van performatiwiteit” genoem word. Hierdie gruwelhouding kan nie net ernstige gevolge vir die aard van onderrig en leer in skole inhou nie. Die negatiewe uitwerking kan ook fel op die innerlike lewe en die professionele identiteit van die onderwyser wees. Dit blyk dat onderwysers deur die gruwels van performatiwiteit verswelg word. Daar behoort weerstand teen die newe-effekte van performatiwiteit gebied te word, maar is so ’n optrede moontlik? Ten einde dit vir onderwysers moontlik te maak om konstruktiewe betekenis aan ’n weerstandsbeweging te verleen, word die volgende aanbevelings gemaak: Eerstens moet deelname aan onderlinge gesprekvoering tussen onderwysers aangemoedig word, sodat hulle saam oor hul professionaliteit kan besin. Tydens hierdie geleenthede van kollektiewe reflektering behoort onderwysers betrokke te wees in kritiese gesprekke oor die gevare van performatiwiteit, en eie ervarings binne ’n kultuur van performatiwiteit behoort met mekaar gedeel te word. Tweedens behoort onderwysers die geleenthede te inisieer om in interaksie met die beleidmakers oor onderwysbeleide te tree. Die uitdaging hier is om die ingesteldheid van die beleidmakers tot so ’n mate te verander dat onderwysers die geleentheid kan kry om nie bloot passiewe ontvangers van beleide te wees nie. Sodoende sal onderwysers die geleentheid kry om meer aktief by die vorming van onderwysbeleide betrokke te wees.

Browsing by Author "Le Grange, Lesley"

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