4.4 FINDINGS FROM SEMI-STRUCTURED INTERVIEWS WITH EDUCATORS
4.4.3 THEME 3: UNDERSTANDING DEMOCRATIC EDUCATION IN THE SCHOOL
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4.4.3 THEME 3: UNDERSTANDING DEMOCRATIC EDUCATION IN THE
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Some of the participants‟ responses indicate that they believe that the practice of a democratic education is integrated through the use of the CAPS document. This implies that the CAPS document embodies democratic principles and values that give rise to democratic education that can be applied.
However, in contrast, some participants do acknowledge that the curriculum is non-negotiable with the learners. The following educators reflect this:
S1E1: “No, the curriculum is not a question of negotiations with learners. It‟s just that the Government is responsible for the curriculum.so the teachers and the learners are just to learn what is set”. Similarly S1E4: “No, I teach subjects not language. I won‟t introduce a chapter that won‟t be in the exam”.
This is in contrast with what the literature indicates that curriculum negotiation and freedom of choice should be maintained (Bron, Bovill & Veugelers, 2016) as well as learners can contribute to the curriculum (Maphalala, 2017).
The Child-Friendly Schools and Social Reconstructionism approach promote education as a tool for social change, address educational disparities and provide equal educational opportunities for all.
I find that some participants expressed diverse ideas of what curriculum negotiation with their learners can be. Other participants explained it as learners who group themselves to go and discuss their content on their own.
Yet others explained it by a simple question of why they are assessed using textbooks, while others as the need to follow the CAPS document. This implies that some educators do not seem to be sure or unsure about what it means to negotiate the curriculum.
4.4.3.1 Teaching and learning activities
Regarding learners‟ expectations to reach their goals and being able to develop themselves in the process, there was a difference in opinions as
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some participants responded that goals can be achieved through the use of activities and tasks given to learners. Some participants had antagonist thoughts, where learners fail to see the importance of writing.
Some participants responded that they do want their learners to reach their goals through group work activities and tasks given to them. S2E4 said:
“Their goals, yes when achieve something in class I tell them to applaud one another, I give them like incentives in a way of giving them certificates, at different times like in the term we award them, like certificates and trophies to be the best in class. Thank you”. Similarly, S2E1 said: “I think they are growing or developing. Since well, because of mixing them even those who catch slow would have reached an extend to catch up. So those who are faster will help them reach the work, to catch up their work”.
The theoretical frameworks of this study reinforce a culture of participation and inclusion of the child. This can be stimulated through the use of classroom activities that will motivate them to ask questions and to search for any possibilities of social justice and equality, establishing dialogue.
This implies that learners can reach their goals when they are engaged with different forms of assessment activities, which can sharpen them to become better individuals.
In opposition, some participants disagree, arguing that learners are unable to see the importance of teaching and learning activities given to them. S1E2 remarked: “No, mostly through the teachers who give them support. Own is different as some are too lazy to do their work. Nowadays, kids needs to be checked timeously, whether they do their work or not”. And S1E4 supported and said: “No. most of the learners, most of them don‟t want to learn but follow the procedure, cram pass forget”.
Participants‟ differences regarding whether learners can develop their own learning could mean that some educators believe encouraging classroom activities ensures that learners can study on their own, while some participants believe that this leads only to laziness by learners. Perhaps, not
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all learners are willing to comply in terms of doing activities that would develop them and help them achieve their goals.
4.4.3.2 Accommodation of different learning styles
Regarding the question of accommodating different learning styles, participants responded differently. Some participants believe that they do cater for all learners in their teaching, while others are of the opinion it will depend on the type of lesson they are going to have.
Some participants agreed that the type of learning style followed in that specific lesson would depend on the topic or subject that will be dealt with.
This statement is supported by S1E2, who said: “It is challenging. I do try my level best to accommodate the different styles, as things have changed.
Learners of this days differ from before, e.g. motion pictures, technology advanced”. Similar, S2E2 said: “Ya I do make use of discussion question and answer style. I would have all my learners participating and say „Lerato can you give us the answer”. While S1E4‟s commented: “I use the chalk. I do not have videos. I do practical‟s e.g. I use learners as tools”.
This finding concurs with the framework of the study, the Child-Friendly Schools and the Social Reconstructionism approach, which argue that principles and values need to be lived experiences, where all learners are treated fairly.
The reasons why participants say educators‟ teaching methods depend on the knowledge they plan to teach for the day could be because topics and subtopics differ in terms of the best approach of teaching and learning used for better effectiveness of the lesson.
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