8 - Transformative Autonomy: Mixed Notes from Teachers to Higher Education
Corresponding Author(s) : Willy Nel
Revue de l’enseignement supérieur en Afrique,
Vol. 13 No 1-2 (2015): Revue de l’enseignement supérieur en Afrique: Special Issue on Sustainable Rural Learning Ecologies: Border Crossing
Résumé
L’autonomie transformatrice est « la forme d’autonomie dans laquelle les acteurs de l’école, tels que les enseignants, éprouvent l’envie de s’impliquer avec d’autres acteurs dans les initiatives de développement de l’éducation en vue de réaliser la transformation sociale qui contribue à la démocratie » (Nel 2014: 790). Ce construit théorique a été formulé pour réduire l’écart entre la pratique de l’enseignement et les préoccupations sociétales, car il reconnaît que les enseignants disposent d’un certain degré d’autonomie sur leur pratique professionnelle, mais aussi une responsabilité vis-à-vis de la démocratie sud-africaine en pleine évolution. En vue de vérifier la véracité de l’autonomie transformatrice en tant que construit théorique, des données ont été recueillies auprès de trois groupes de participants: vingt-six étudiants de troisième cycle, treize enseignants du primaire en milieu rural et trente-et-un délégués de conférence Quelques résultats clés indiquent que les participants ont généralement reconnu avoir la maîtrise des aspects du programme d’enseignement et un certain niveau de maitrise des ques- tions de discipline. Une observation curieuse est le fait que la discipline soit apparue comme un aspect jugé maitrisé par certains participants et non maitrisé par d’autres. Ces résultats, ainsi que d’autres, sont examinés dans le contexte de l’autonomie transformatrice. L’une des principales conclu- sions est que ces participants affichent une compréhension intuitive de leur autonomie en tant qu’enseignants, mais qu’ils n’ont pas encore une idée claire de la façon de lier leur expertise à la transformation sociétale. Enfin il conclut que la question de l’autonomie a des implications épistémologiques en ce qui concerne l’état de production, de reproduction et de diffusion des connaissances, qui ont toutes des effets sur l’intégrité intellectuelle des enseignants. Par conséquent, l’enseignement supérieur est alerté sur sa responsabilité dans la formation des enseignants.
Télécharger la référence bibliographique
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- Ndlovu-Gatsheni, S.J., 2013, Coloniality of Power in Postcolonial Africa. Myths of Decolonization, Dakar: CODESRIA.
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- 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.
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- 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.
Les références
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.