8 - Transformative Autonomy: Mixed Notes from Teachers to Higher Education
Corresponding Author(s) : Willy Nel
Journal of Higher Education in Africa,
Vol. 13 No. 1-2 (2015): Journal of Higher Education in Africa: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing
Abstract
Transformative autonomy is ‘the form of autonomy in which school role players, such as teachers, have the urge to be involved with fellow role players in education development initiatives towards social transformation which contributes to democracy’ (Nel 2014: 790). This theoretical construct was formulated to narrow the gap between teaching practice and societal concerns since it recognizes that teachers do have a certain degree of au- tonomy over their professional practice but also a responsibility towards the evolving South African democracy. In an effort to test the veracity of transformative autonomy as a theoretical construct data was gathered from three sets of participants: twenty-six postgraduate students, thirteen rural primary school teachers and thirty-one conference delegates. Some key findings are that participants generally acknowledged their control over curriculum aspects and some degree of control over matters of discipline. A curious finding is the appearance of discipline as an aspect over which some participants felt they have control and other participants felt they had no control. These findings, and others, are discussed in the context of transformative autonomy. One of the main conclusions is that these par- ticipants display an intuitive understanding of their autonomy as teachers but that they still do not have a clear idea of how to link their expertise to societal transformation. It is lastly concluded that the issue of autonomy has epistemological implications insofar as the condition of knowledge production, reproduction and dissemination is concerned, all of which impact on teachers’ intellectual integrity. Higher education, therefore, is alerted to its responsibility in teacher training.
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- Angelique, H. and Kyle, K., 2002, ‘Monterey declaration of critical community psychology’, Community Psychologist 35 (1): 35–36.
- Bristol, L. 2010, ‘Practising in betwixt oppression and subversion: plantation pedagogy as a legacy of plantation economy in Trinidad and Tobago’, Power and Education 2 (2): 167–82.
- Denzin, N.K. and Lincoln, Y.S., 2005, ‘Introduction. The Discipline and Practice of Qualitative Research’, in Denzin, N.K. and Lincoln, Y.S., eds, The Sage Handbook of Qualitative Research. Third Edition. Thousand Oaks, CA, London and New Delhi: Sage.
- Ferreira, R., Ebersöhn, L. and Odendaal, V., 2010, ‘Teachers becoming lay practitioners of school community psychology’, Education as Change 14 (S1): 5101–11.
- Fox, J. and Sandler, S., 2003, ‘Regime types and discrimination against ethnoreligious minorities: a cross-sectional analysis of the autocracy-democracy continuum’, Political Studies 51: 469–89.
- Higgs, P., 1999, ‘A reconstruction of South African philosophy of education’,Interchange 30 (2): 121–42.
- Holligan, C., 1999, ‘Discipline and Normalisation in the Nursery: The Foucauldian Gaze’, in Penn, H., ed., Early Childhood Services. Theory, Policy and Practice, London: McGraw-Hill Education.
- Jansen, J.D., 2004, ‘Autonomy and accountability in the regulation of the teaching profession: a South African case study’, Research Papers in Education 19 (1): 51–66.
- Kagan, C., Burton, M., Duckett, P., Lawthom, R. and Siddiquee, A., 2011, Critical Community Psychology, Chicester (UK): Blackwell.
- Kamola, I.A., 2011, ‘Pursuing excellence in a “world-class African university”: the Mamdani affair and the politics of global higher education’, Journal for Higher Education in Africa 9 (1&2): 147–68.
- Kumar, A., 2010, ‘A synoptic view of Curriculum Studies in South Africa’, Journal of the American Association for the Advancement of Curriculum Studies 6: 1–25.Lemke, T., 2007, ‘An indigestible meal? Foucault, governmentality and state theory’,Distinktion: Scandinavian Journal of Social Theory 8 (2): 43–64.
- Maema, E.K., 2011, ‘Exploring Natural Science teachers’ perceptions of their teaching competence in Senior Phase township schools in Soweto’, unpublished Master’s thesis, University of Johannesburg.
- Mashau, T.I., 2011, ‘Parental roles towards the creation of health promoting schools’, unpublished Master’s thesis, North-West University, Potchefstroom.
- Maxwell, J.A. and Chmiel, M., 2014, ‘Notes Towards a Theory of Qualitative Data Analysis’, in Flick, U., ed., The Sage Handbook of Qualitative Data Analysis,
- Los Angeles, London, New Delhi, Singapore, Washington, DC: Sage.
- Mertens, D.M., 2014, ‘Ethical Use of Qualitative Data and Findings’, in Flick, U., ed., The Sage
- Handbook of Qualitative Data Analysis, Los Angeles, London, New Delhi, Singapore, Washington, DC: Sage.
- Millei, Z.J., 2005, ‘The discourse of control: disruption and Foucault in an early childhood classroom’, Contemporary Issues in Early Childhood 6 (2): 128–39.
- Motala, E, and Vally, S., 2014, ‘“No one to blame but themselves”: rethinking the relationship between education, skills and employment’, in Vally, S. and Motala, E., eds, Education, Economy and Society, Pretoria: UNISA Press.
- Morsillo, J. and Prilleltensky, I., 2007, ‘Social action with youth: interventions, evalua- tion, psychopolitical validity’, Journal of Community Psychology 35 (6): 725–40.
- Ndlovu-Gatsheni, S.J., 2013, Coloniality of Power in Postcolonial Africa. Myths of Decolonization, Dakar: CODESRIA.
- Nel, W.N., 2014, ‘Critical community psychology in education: an argument for trans- formative autonomy’, South African Journal of Higher Education 28 (3): 787–97.
- Nelson, G. and Evans, S., 2014, ‘Critical community psychology and qualitative research: a conversation’, Qualitative Inquiry 20 (2): 158–66.
- Nhlapo, V.R., 2014, ‘The role of a school-based support team in providing psycho-educational support for primary school learners from child-headed families in Soweto’, unpublished Master’s thesis, University of Johannesburg.
- Ouédraogo, J. and Bouda, P., 2011, ‘The Alchemist and the Apprentice Myth-Hunter, Comments on Social Engineering in African Social Sciences’, in Ouédraogo, J. and Cardoso, C., eds, Readings in Methodology. African perspectives, Dakar: CODESRIA.
- Palmer, J. and De Klerk, D., 2012, ‘Power relations: exploring meanings in the Curriculum and Assessment Policy Statement (2011)’, Communitas 17: 61–79, Special issue.
- Pedwell, C., 2007, ‘Theorizing “African” female genital cutting and “Western” body modifications: a critique of the continuum and analogue approaches’, Feminist Review 86: 45–66.
- Rappaport, J., 2000, ‘Commentaries on Prilleltensky and Nelson’, Journal of Community and Applied Social Psychology 10: 107–22.
- Republic of South Africa, 1996a, National Education Policy Act (Act no 27 of 1996), Pretoria: Government Printer.
- Republic of South Africa, 1996b, South African Schools Act (Act no 84 of 1996), Pretoria: Government Printer.
- Republic of South Africa, 2011, Curriculum and Assessment Policy Statement. Grades 10-12. Life Orientation, Pretoria: Government Printer.
- Robinson, M., Vergnani, T. and Sayed, Y., 2002, ‘Teacher education for transforma- tion: the case of the University of the Western Cape, South Africa’. Discussion Paper 32, Centre for International Education, Institute of Education, Universityof Sussex.
- Seedat, M. and Lazarus, S., 2014, ‘Community psychology in South Africa: origins, developments and manifestations’, South African Journal of Psychology 44 (3): 267–81.
- Tabulawa, R., 2013, Teaching and Learning in Context. Why Pedagogical Reforms Fail in Sub-Saharan Africa, Dakar: CODESRIA.
- Terre Blanche, M., Kelly, K. and Durrheim, K., 2012, ‘Why qualitative research?’, in Terre Blanche, M., Durrheim, K. and Painter, D., eds, Research in Practice. Applied Methods for the Social Sciences. Second Edition, Cape Town: UCT Press.
- Thompson, M., 2007, ‘Exploring the trainees’ view of a socio-political approach within UK clinical psychology’, Journal of Community & Applied Social Psychology 17: 67–83.
- Twaibane, G.M., 2011, ‘Conversations between mothers and their adolescent daughters on issues of sex and sexuality’, unpublished Master’s thesis, University of Johannesburg.
- Vally, S. and Motala, E., 2014, ‘Education and economy: demystifying the skills discourse’, in Vally, S. and Motala, E., eds, Education, Economy and Society, Pretoria: Unisa Press.
- Wagner, P., 2014, ‘Postgraduate students’ reflections on the promotion of relational well-being in South African school communities’, unpublished Master’s thesis,North-West University, Potchefstroom.
References
Angelique, H. and Kyle, K., 2002, ‘Monterey declaration of critical community psychology’, Community Psychologist 35 (1): 35–36.
Bristol, L. 2010, ‘Practising in betwixt oppression and subversion: plantation pedagogy as a legacy of plantation economy in Trinidad and Tobago’, Power and Education 2 (2): 167–82.
Denzin, N.K. and Lincoln, Y.S., 2005, ‘Introduction. The Discipline and Practice of Qualitative Research’, in Denzin, N.K. and Lincoln, Y.S., eds, The Sage Handbook of Qualitative Research. Third Edition. Thousand Oaks, CA, London and New Delhi: Sage.
Ferreira, R., Ebersöhn, L. and Odendaal, V., 2010, ‘Teachers becoming lay practitioners of school community psychology’, Education as Change 14 (S1): 5101–11.
Fox, J. and Sandler, S., 2003, ‘Regime types and discrimination against ethnoreligious minorities: a cross-sectional analysis of the autocracy-democracy continuum’, Political Studies 51: 469–89.
Higgs, P., 1999, ‘A reconstruction of South African philosophy of education’,Interchange 30 (2): 121–42.
Holligan, C., 1999, ‘Discipline and Normalisation in the Nursery: The Foucauldian Gaze’, in Penn, H., ed., Early Childhood Services. Theory, Policy and Practice, London: McGraw-Hill Education.
Jansen, J.D., 2004, ‘Autonomy and accountability in the regulation of the teaching profession: a South African case study’, Research Papers in Education 19 (1): 51–66.
Kagan, C., Burton, M., Duckett, P., Lawthom, R. and Siddiquee, A., 2011, Critical Community Psychology, Chicester (UK): Blackwell.
Kamola, I.A., 2011, ‘Pursuing excellence in a “world-class African university”: the Mamdani affair and the politics of global higher education’, Journal for Higher Education in Africa 9 (1&2): 147–68.
Kumar, A., 2010, ‘A synoptic view of Curriculum Studies in South Africa’, Journal of the American Association for the Advancement of Curriculum Studies 6: 1–25.Lemke, T., 2007, ‘An indigestible meal? Foucault, governmentality and state theory’,Distinktion: Scandinavian Journal of Social Theory 8 (2): 43–64.
Maema, E.K., 2011, ‘Exploring Natural Science teachers’ perceptions of their teaching competence in Senior Phase township schools in Soweto’, unpublished Master’s thesis, University of Johannesburg.
Mashau, T.I., 2011, ‘Parental roles towards the creation of health promoting schools’, unpublished Master’s thesis, North-West University, Potchefstroom.
Maxwell, J.A. and Chmiel, M., 2014, ‘Notes Towards a Theory of Qualitative Data Analysis’, in Flick, U., ed., The Sage Handbook of Qualitative Data Analysis,
Los Angeles, London, New Delhi, Singapore, Washington, DC: Sage.
Mertens, D.M., 2014, ‘Ethical Use of Qualitative Data and Findings’, in Flick, U., ed., The Sage
Handbook of Qualitative Data Analysis, Los Angeles, London, New Delhi, Singapore, Washington, DC: Sage.
Millei, Z.J., 2005, ‘The discourse of control: disruption and Foucault in an early childhood classroom’, Contemporary Issues in Early Childhood 6 (2): 128–39.
Motala, E, and Vally, S., 2014, ‘“No one to blame but themselves”: rethinking the relationship between education, skills and employment’, in Vally, S. and Motala, E., eds, Education, Economy and Society, Pretoria: UNISA Press.
Morsillo, J. and Prilleltensky, I., 2007, ‘Social action with youth: interventions, evalua- tion, psychopolitical validity’, Journal of Community Psychology 35 (6): 725–40.
Ndlovu-Gatsheni, S.J., 2013, Coloniality of Power in Postcolonial Africa. Myths of Decolonization, Dakar: CODESRIA.
Nel, W.N., 2014, ‘Critical community psychology in education: an argument for trans- formative autonomy’, South African Journal of Higher Education 28 (3): 787–97.
Nelson, G. and Evans, S., 2014, ‘Critical community psychology and qualitative research: a conversation’, Qualitative Inquiry 20 (2): 158–66.
Nhlapo, V.R., 2014, ‘The role of a school-based support team in providing psycho-educational support for primary school learners from child-headed families in Soweto’, unpublished Master’s thesis, University of Johannesburg.
Ouédraogo, J. and Bouda, P., 2011, ‘The Alchemist and the Apprentice Myth-Hunter, Comments on Social Engineering in African Social Sciences’, in Ouédraogo, J. and Cardoso, C., eds, Readings in Methodology. African perspectives, Dakar: CODESRIA.
Palmer, J. and De Klerk, D., 2012, ‘Power relations: exploring meanings in the Curriculum and Assessment Policy Statement (2011)’, Communitas 17: 61–79, Special issue.
Pedwell, C., 2007, ‘Theorizing “African” female genital cutting and “Western” body modifications: a critique of the continuum and analogue approaches’, Feminist Review 86: 45–66.
Rappaport, J., 2000, ‘Commentaries on Prilleltensky and Nelson’, Journal of Community and Applied Social Psychology 10: 107–22.
Republic of South Africa, 1996a, National Education Policy Act (Act no 27 of 1996), Pretoria: Government Printer.
Republic of South Africa, 1996b, South African Schools Act (Act no 84 of 1996), Pretoria: Government Printer.
Republic of South Africa, 2011, Curriculum and Assessment Policy Statement. Grades 10-12. Life Orientation, Pretoria: Government Printer.
Robinson, M., Vergnani, T. and Sayed, Y., 2002, ‘Teacher education for transforma- tion: the case of the University of the Western Cape, South Africa’. Discussion Paper 32, Centre for International Education, Institute of Education, Universityof Sussex.
Seedat, M. and Lazarus, S., 2014, ‘Community psychology in South Africa: origins, developments and manifestations’, South African Journal of Psychology 44 (3): 267–81.
Tabulawa, R., 2013, Teaching and Learning in Context. Why Pedagogical Reforms Fail in Sub-Saharan Africa, Dakar: CODESRIA.
Terre Blanche, M., Kelly, K. and Durrheim, K., 2012, ‘Why qualitative research?’, in Terre Blanche, M., Durrheim, K. and Painter, D., eds, Research in Practice. Applied Methods for the Social Sciences. Second Edition, Cape Town: UCT Press.
Thompson, M., 2007, ‘Exploring the trainees’ view of a socio-political approach within UK clinical psychology’, Journal of Community & Applied Social Psychology 17: 67–83.
Twaibane, G.M., 2011, ‘Conversations between mothers and their adolescent daughters on issues of sex and sexuality’, unpublished Master’s thesis, University of Johannesburg.
Vally, S. and Motala, E., 2014, ‘Education and economy: demystifying the skills discourse’, in Vally, S. and Motala, E., eds, Education, Economy and Society, Pretoria: Unisa Press.
Wagner, P., 2014, ‘Postgraduate students’ reflections on the promotion of relational well-being in South African school communities’, unpublished Master’s thesis,North-West University, Potchefstroom.