Chapter 5 Lens 2: The teacher-self in relation to the socio-cultural context
5.7 Conclusion
Chapter 5 Lens 2: The teacher-self in relation to the socio-cultural context
Chapter 5 Lens 2: The teacher-self in relation to the socio-cultural context
identities as knowledge seeker and knowledge pursuer, respectively. They position themselves as knowledge experts and engage in self-directed learning to extend their knowledge. It is within this context of positioning themselves as knowledge experts that they acquire knowledge and skills as teachers and their identities as teacher-learners are shaped and re-shaped.
Othering through class
Shabeer, Shakila and Tasneem are also shaped by their early experiences of being othered as Indian learners and because of their social class. In their practice as teachers they challenge the class inequalities at their respective schools. In their desire to transform their schooling sites, they adopt particular positions as teacher-learners. Their childhood experiences of being othered construct them as particular teacher-learners and as teacher- learners in that they become more motivated to succeed and are self-directed. They position themselves as sources of knowledge for their learners, other teachers and their respective communities and this is evident by the various activities and projects they engage in. As they engage their colleagues and communities in learning they are also developing their identities as teachers and constructing themselves as agents of change.
Othering through gender
Carolina, Shakila and Tasneem also experience being othered because of their gender. Growing up in South Africa during apartheid constructs their identities as women in particular ways. As children they felt disempowered and now, in the powerful position of teacher-learner, they strive to disrupt gender stereotypes. In the case of Carolina, her life as a teacher is a constant battle as she strives to overcome the insecurities that she faced as a child where she was traumatised because she was as a Coloured female. Every decision that she makes is a conscious one; for her, learning is a matter of survival. Both Shakila and Tasneem lived highly politicised lives as children and when they become teachers they are quick to identify the dominant discourses within their schools and society that seek to oppress them as women. In taking up transformative roles, and occupying positions of power in their schools and communities, they attempt to defy gender stereotypes. It is within these positions of power that they seek to change their schools and communities.
Chapter 5 Lens 2: The teacher-self in relation to the socio-cultural context
Teachers as change agents
The teachers in this study have already constructed particular identities growing up in a divided South Africa and these identities are shaped and continue to be shaped by their lives and work experiences as practising teachers. As knowledge seeker, activist learner, pursuer of knowledge, nurturer, and social justice learner, they act on what they are passionate about as teacher-learners, thus creating new meanings for themselves as South African teacher-learners.
All five teachers in this study position themselves as change agents striving to change their lives and the lives of their learners and communities. They seek to emancipate themselves from the hurtful and painful childhood experiences they had growing up in apartheid South Africa. As teachers they use their positions of power and take on a transformative role by changing the lives of their learners and the communities that they teach in. Working in the community becomes an alternative space where they exercise power in more productive ways. In this way they exercise their agency as teachers by making a difference in the lives of others. In making a difference in the lives of the learners, colleagues and communities, they shape who they are as teachers.
This chapter focused on the storied vignettes of the teacher-self in relation to the social-cultural context. By using social identity theory and socio-cultural theory as a lens I examined the meanings of self that shaped and continue to shape teachers as particular kinds of teacher-learners in South African public schools. This lens is useful in understanding the meanings that teachers in this study adopt and provides insight into what type of teacher- learners they are. It also illuminates the multiplicity and fluidity of identity as is evident in Shakila’s vignette. I found that teachers’ experiences with race, class and gender, and schooling construct their practices as teacher-learners in particular ways. As teacher-learners they take up particular meanings which direct us to who they are as teacher-learners. The meanings of race, class and gender are reworked and recreated as these teacher-learners find critical spaces in which to disrupt meanings of race, class and gender. This gives rise to particular kinds of teachers who have the potential to challenge and change the dominant discourses of race, class and gender and the existing structures of education.
Chapter 5 Lens 2: The teacher-self in relation to the socio-cultural context
Shabeer, Carolina, Shakila and Tasneem construct themselves as knowledge seeker, activist learner, knowledge pursuer, the nurturer , and social justice learner as they seek learning which is personally meaningful them.
This chapter focused on the particular learning identities that teachers in this study adopt as they exercise their agency as teachers. In the next chapter I focus on the self-directed learning practices of these teachers.
Chapter 6 Lens 3: Practices of self-directed learning and change