A teacher’s identity trajectory within a context of change
Date
2015-02
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa
Abstract
This article examines the effects of political, socio-economic and educational change on a South African teacher’s identity
trajectory. Our research was conducted at a primary school in a historically disadvantaged community in the Western Cape
Province, South Africa. We applied a cultural-historical activity theoretical (CHAT) lens to explore the identity trajectory of
one of the teachers. Our findings suggest that a teacher’s identity is a social product, drawn from social history, actively
internalized and re-authored in response to new circumstances. This was especially evident during the transformation at the
macro-political, educational and institutional levels in South Africa since 1994.
Description
CITATION: Oswald, M. & Perold, M. 2015. A teacher’s identity trajectory within a context of change, South African Journal of Education, 35(1):Art. # 1046, doi:10.15700/201503070012.
The original publication is available at http://www.sajournalofeducation.co.za
The original publication is available at http://www.sajournalofeducation.co.za
Keywords
Education -- Social aspects -- South Africa, Education -- Political aspects -- South Africa, Educational change -- South Africa, Cultural-historical activity theory (CHAT), Teacher -- Identity (Psychology)
Citation
Oswald, M. & Perold, M. 2015. A teacher’s identity trajectory within a context of change, South African Journal of Education, 35(1):Art. # 1046, doi:10.15700/201503070012.