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From teachers to educators: homogenising tendencies in contemporary South African educational reforms
ARTICLE

International Journal of Educational Development Volume 21, Number 1 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper argues that the sociological literature concerning teachers' identities and their social locations have tended to concentrate primarily on only two aspects of teachers: teachers as workers; and, teachers as professionals. Whilst these are still relevant in considering the forces impacting upon teachers they are by no means sufficient. Teachers are more than just workers and professionals. They are raced, gendered, with different sexual orientations, religious beliefs, and so on, and their identities and consequently their daily, lived experiences on these levels also need attention. Locating the discussion within contemporary South African education and noting the shift in nomenclature from the teacher' tothe educator', I point out that there is a consistent tendency in discursively projecting teachers in homogenised and generalised ways which cannot speak' analytically to the situated realities of teachers. In this regard, I use two case examples of teachers in different contexts to point to the importance of incorporating theoretically a more complex and nuanced understanding of the constitutive elements that make upthe teacher/educator'.

Citation

Carrim, N. From teachers to educators: homogenising tendencies in contemporary South African educational reforms. International Journal of Educational Development, 21(1), 45-52. Elsevier Ltd. Retrieved July 16, 2019 from .

This record was imported from International Journal of Educational Development on February 20, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(00)00012-2

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