CHAPTER FIVE: ANALYSIS OF LIFE HISTORY DATA
SECTION 2: FIRST LEVEL ANALYSIS - THE RESEARCH STORIES
5.2 Introduction
5.2.5 BEAUTY 'S STORY
The approach adopted by my teachers to the teaching ofhistory as with most other subjects at both primary and secondaryschoolwasrotelearnin g. Ican describ emy own schooling expe riences as dull and boring. There was nothing stimulating. Exc ursions werenot the order of theday . Wewere in a very cocooned and isolated world where we never saw teaching and therealities broug htinto play. So each was isolat ed. Therefore , narration or rote leaning was a common method of instruction used in the classroom because teachers perceived the child as an empty vessel; ready to receive whatever knowledge the adult would pour into him. Thisresult ed in a passive concep t of learning, which centredon the teacherand the subject matter.
In 1980 the student boycoltl 9 occurred. They were always the same things, they were boycoIt ing for books,classroomsandtheteachers.1didtakehistory at secondary school.
My decision to take the subject was based on the fact that 1enjoyed it and1had a very good teacher. His passion for thesubject rubbed ojfon me.1found Mr K. Khulu to bean exceptional teacher. He was very eccentric and also slightly weird. One day he walked into our class dressed like Adolf Hitler (Appe ndix N). It was kind of strange teaching German Foreign Policy with Mr Khulu dressed insuchamanner. Thisguy wasgood. He would take us to the library to do researchorwatch history movies.
I enjoyed history in high school and I will always remember the "weirdo" Mr Khulu. I think a critical event, which I will never forget was the help ofMr Khulu, gave me in writing history essays. Unfortunately,1was not one ofthose students who were blessed with a Godgiven ability to writefrom the beginning excellent history essays. lt took me lots ofpractice to get it right. I will neverforget the extra milemy teacher went with me on many afternoons trying to get it right. Mr Khulu was ve,y knowledgeable,passionate about the subject who brought a great deal of variety to how the content was imparted.
He was ve,y innovative. Most importantly, he cared about his students.1saw thereward in being involved in a career where you had some involvement in the developm ent process ofpeople.
29 Student boycotts: This was the extension of theSoweto uprising of 1976.Studentsopposedthe authoritarianism inschools andinfer iorBlack education,
When I comp leted my matriculati on examinations Idecided to register for a Bachelor of Arts at the Universityof Zululand'"to major inhistory. Iobtaineda distinc tion in history in the matric exam ination. By this stage I had a passion for the subject. The history curriculum at university was cha lle nging, butdifferent from the realm ofhigh schoo l. It involved alot ofreading, comp leting assignmentsand conducting research. Ibelieve that it was an integratedapproach towards history and students had to be independen t,unlike the norm that ex isted in the schoo l situation where learners were given little responsibility and independence. Theref ore, I enjoyed the history curriculum at varsity.
It was variedand involv edboth South African and World History. I also liked the fact that there was room for much longer emphasizes on research at varsity. I would have liked it more if there was scopefor more engagement with the lecturers. However, the numbers did notalway sallow this.
After tea chingfor a while, one realizes the huge gap that exists between what istaught at university and what goes on practi cally as a teacher at a school. The percept ion that I had about teachin g during my training years was that teachers need to be very authoritarian and that they should take command of the class. However , in the actual classroom situation it was quite different because teachers have to develop a good rapport with the learners in order to ensure a cordial relationship . The role of the teacher is also changing today because teachers are now seen as mediators who would guide and offer assistance to learners rather than being there to merely pass on informati on tolearners.
I taught in two schools during my seventeenyears of teaching history. Immediately after qualifying from university I was posted to a secondary schoo l in Pietermaritzburg, a small town, in the Midlands of KwaZulu-Natal. I spent one year at this schoo l and thereaft er I was transf err edto my current school. I spent the last sixteenyears teaching History at this school. The critical experie nce for me occurred at the point where I was able to examine myselfand consider the typ e of contribution 1could make as a History
30 University of Zululand: is located in the province of KwaZulu-Natal. This university only enrolled Africanstudents underapartheid educationsystem.
teacher, instead ofsitting back and passively accepting informationfrom others.I wanted to be the innovator,to go out and tryout newideas,newtechniques and whatever.
1think the Outcomes-based Education has given evelY teacher a new kindof expe rie nce, go out and expe riment, go out and mess your hands. It'.'Itrial and error challenges are good (fyou are prepared to be a contr ibutor. I am prep ared for the challenges that confront me andI have adopted a posit ive attitude towards these changes in education, and more especially in the changing context ofthe history curriculum. I believe that teachers play an important role in the education of their learn ers and they sho uld therefore exhibit proper knowledge, attitude andvalues in class.
When 1started teaching history the approach did tend to be "Euro-centric " but also it was very skills based. Certainly at Neptune Secondary School a very balanced view of history is taught. Obviously befor e 1994, the history syllabus did try and reinforce the National government'! ideas. On reflecting onmy teaching experiences, over the years,I see an evolutionary growth my self. It came in little increments, it was a step -by-step growth, and it didn't come all at once. It wasjusta matter of learning the 'tricks of the trade', learning from your colleagues, definitely there has been that evolution from a novice to an experienced and finally , if1could call myself a expert teacher, Ihave been actively involved in upgrading and developing new resource material in order to assist and supp ort classroom facilitators in teaching history from an Outcom es-ba sed approach.
History in thepresent school curriculum,1believe, is living through some exciting times.
On the one hand we have history as itis, untainted,the old;and then you have a history , that is being swallowedup by Outcomes-ba sed Educationframework. Now that is the big stumbling block for many of us at the moment as we're Vel)), very scared that the discipline will get lost and then itbecom es such a hazy mish mash of everything. This is the big dilemma that has to be sortedout by history in the schoo l curriculum. There is concern about the inclusion of History curriculum into the Human and Social Sciences
31 National government: referstotheNationalPartyrulingSouth Africa from 1948-1994.
since a lot of the content matter 'will also change together with the teaching styles.
Geography, which is regarded as a natural science, is also included in the Human and Social Science learning area.
Thereality is that history is very much under threat oflosing itsname andmany teachers fear that the subject is going to lose its identity. This fragmentation of the History curriculum will also impact on the course selectionsfor learners at school. However, J am optimistic that Curriculum 2005 which is based on a transform ed Outcomes-based Education will give new hope to history teachers and that this discipline will have its rightful placein the schoolcurriculum.
Juse a variety ofassessmentmethods,such as evaluatingworkbooks. assignm ents.teach- backs,mini-thesis. project work,participation in class and formal tests. Juse many tools to get a holistic view of the learner. J regard this method of assessment as being a completeshift from the previous methods ofassessment that focusedon examination and tests only. Jbelieve that the assessment method presently being used catersfor various aspectsofthe learners'ability, and 1 regardthis as being amoreholistic approach.
The ongoing assessment is most beneficial to learners becauseyou can see the learner developing in stages. 1 also propose that there should be a balance between formal and informal assessment. The recall of knowledge is a good method ofassessment because
"youcannot throw thebaby out with the bath water". Thepoint Jam making here is that content can never bethrown away.lfurther contendedthat a content-driven education is equally important as a skills-driv en or values and attitudes approach. J believe that content must be taught and thisis thebasicfoundation for learners.
1 do not have the basic teaching resources such as textbooks for each grade. atlases.
maps,posters and an overhead projector. 1 believe that the lack ofsuch basic necessities cannot 'make magic happen in theclassroom'and therefore. thelack ofresources does impact on learner's performance. The absence ofthese resour ces is seriously affecting learner'sperformance in class. Teachingthenew curriculum becomes a nightmareand a
serious challengefor teachers. Theref ore. resources playan important role. espec ially in allowing theteachertohavevariety in their teaching. Ifeelsorrowfor thoseschools that have very littleresources. 1can only admire thoseteachers who have to try and motivate their learnersdayafterday with littleresourcesto aid them.
While Ifollow the guidelines of the official curriculum, 1 have gone beyond the criteria embedded in the official curriculum and 1 incorp orated other disciplines and learning areas to create a holistic kind of teaching in keeping with Outcomes-ba sed Education.
Whilst thesyllabus changed jiveor six times in terms ofthe content matter. the critical changes have only come about in Curricu lum 2005. 1believe that there is a complete paradigm shift from a content-dri ven to a holistic and learner-centr ed approach to teaching. This approach to teaching ensured that teachers are not text book reliant and they therefor erequire a variety ofresourcesfrom which to work.
1 recommend that curriculum changes take place because of the kind of apartheid education that didn't.give us the truth and we had to really transcend those racial connotations of gutter education. We have to revisit the way we teach, the content. the skills, the values, the attitudes etc. Curriculum 2005 saw these critical changes taking place and a completeparadigm shift ofwhat the governmentsaw as education perse.
The following positive changes took place in the teaching ofhistory as a result ofthe curriculum changes:
i) Thelessons change dfrom being teacher-centred to being learner-ce ntred:
ii) It also changedfrom being reliant on aparticular resources to a variety of resources; and
tit) Thefocusshiftedfrom content-drivenskills to value-ladeneducation.
My own teaching methods have changed in relation to curriculu m changes. 1 have not come across a teacher who likes the new integratedlearning area ofHuman andSocial Science. Both history and geography teachers want to keep their subjects distinct. This seems to have been addressed by the national curriculum statement. However, 1 would
think of myself as an innovator. Jhave changed with the changing curriculum andso I haven 'tbeen caught stagnating. Jwasableto adaptwhen thetime came, soJmadethese critical changes with the curriculum. Whilst there may be technologi cal innovations like the comp uter, CD rom and other electronic equipment, the history prac titioner will still bearound to transmit the information morehumanely and to act as afacilitator. I believe that no stim ulus material can replacethe educator and theref ore thehuman element will alway sbepresent.
How significant is the relationship between the researcher and the teller ? Would Beaut y have told a different story to a female, for example? I could not ask Beauty some questions because she was an older lady, althou gh I think at points we did get to places we never thought we would get to. Itis alsoa 'male' thingto tell astory that may appear less emotional. However, it would be wrong to generalise and stereoty pe. Some females participants were able to openlycommunicate their feeling s more intensely. Beautyand I shared a close story because we had been throu gh simi lar experience s. Her sto ry could only happen between us,because of who she was and who I was.We had a long-standing relationship prior to the research. Both of us belon ged tothe PinetownHistory Teachers' Forum. I think the nature of the relationship was critic al but was neve r the same with other participants.
The final story was narrated byAnna entitled .Cha llengi ng but Different' :