Deevia for reading my work, debating and just enjoying living on the edge Rubby, for your precious time, brainstorming, discussing, sharing. Renuka, Harsha, Farida, Mershen, Alan, Labby, Gavin, Shakila, Victor and Daryl - for your ideas and collegiality during the doctoral seminars.
Preface
Can we paint the teacher differently?
These student concerns illustrate the highly problematic nature of teachers' lives in South African classrooms. Within this new way, teachers can think and work differently to create a range of possibilities for students' unique ways of understanding the world.
CHAPTER TWO
Multiple views, alternate frames
Developing tools and techniques for understanding teachers' lives
This highlights how public constructions of teacher identity are challenged and recontextualized in schools and classrooms (J acklin 2000; Mattson and Harley 1999) due to the false separation between teacher subjectivities and teacher positions. In the description of the formation of teachers' subjectivity, I try to critically consider the relationship between the individual and the social context.
Momentarily caught glimpses
Research methodology
I wanted the teachers to be representative of the teacher population in the province of KwaZulu-Natal. Verbal consent was obtained from the teachers for their real names to be included in the description of the sample. At this point it is necessary to give a more detailed description of the teachers and the specific locations in which they work.
The racial labels I use in my description of the teachers in this study refer to apartheid's historical racial classifications. It is this intimacy that raises some of the sharpest ethical questions in this type of study. This layer presents to the audience those shared practices constitutive of the self, as fleeting moments of opportunity in the teacher's position.
This layer of abstraction constitutes a unique understanding of the potential ways in which teachers can enact their success in the teaching position.
The storied narratives
34;Freeze frames, Coloured facets"
The mask symbolically represents the "face" I give to the figures and, in my words, to a large extent enforces my view of the teacher's life. While verbal narrative articulates consciousness, I purposely created sites of vulnerability for the possibility of evasion in teachers' lives. They also serve as faithful "realities" to the actual data produced by the researched gameplay as real themes as opposed to the co-construction of the story.
These historical narratives are therefore not objective representations or mirror reflections of the teachers' lives as they actually happened; they are rather a set of constructions. During the time that passed between the interviews and the written interpretation, one of the teachers suffered a serious health problem, as she lost her "voice" due to paralysis of the muscles in her throat. One of the teachers requested that I remove some details about her family members from the story.
On the other hand, I was very disappointed when one of the teachers explained to me on the phone that she had not yet opened the envelope.
PART ONE
TEXT ONE
Un-chaining minds
She had worked as a teacher and member of the management team at the Westville Prison School for Juveniles since 1996. The next day the organizers were called to the office and we were each given the best nine lashes. I mobilized the students and we approached the lecturer about the assessment and the aspects of the course content.
I achieved two distinctions in my first year at Unizul and I ended up being one of the top students in the Human Movement classes. The students had to go to the neighboring houses to use the toilet. At the end of the day, whatever interaction you have with the children will determine what will come of this relationship.
That morning I was in the middle of the morning assembly leading our daily prayer.
TEXT TWO
The dandelion sower
No matter what anyone says, you have to be strong enough to know who you are, to know your strengths and your limits, and to keep going. We informed the students that we have a visitor at the school and someone who will sing in the morning choir. There is a hero if you look into your heart And you don't have to be afraid of who you are.
As teachers we have to keep that spark, that flame, no matter how hard it is sometimes, you have to encourage the child to think, to think positively. Teachers have to accept that I am different and the Enviro club gives me that space to be different, to be me. It challenges the student to "see yourself as you really want to be".
I always enjoyed playing with the dandelions, and if you think about it, dandelions are actually considered weeds in a way.
TEXT THREE Thejazzman
This school was established to serve the needs of the Indian community living in the residential suburb of Reservoir Hills. Some say it belongs exclusively to the African people, as it dates back to the days of American slavery. Finally, they took me back unconditionally, but they punished me by sending me to an out-of-province school.
I made a trip to Robben Island and it was one of the most moving experiences for me. I like to joke with the learners to relax them, to create a friendly atmosphere and get rid of the teacher-student barriers. Most of the learners in my class are English second language speakers from broken homes, living in the squatter settlement around the school.
They now felt good about being at the front of the class and their reading also started to improve.
TEXT FOUR
The adventurer
My parents encouraged me to do well in school because I was the more academic of the two. In high school I sang in a youth band, became a youth leader and a member of the Students Christian Association (SCA). By the end of freshman year, I realized that if I didn't get out of this little shell I had built around myself, I wasn't going to make it.
Thirteen-year-old Rene was one of the kids in Fulton, someone the world had given up on. They gave me the twelfth grade, which had not been taught for the first half of the year because the teacher was sick. Plessislaer became one of the pilot technical colleges for the new management program called Coltech.
I was standing in the parking lot, when one of the students saw me and called out, "Miss B/~ I had all these students around me, at least 20 of them all trying to touch me and hug me.
Section B Stories of "desire"
PART TWO Third person narratives
Text Five: The schemer
Text Six: The super server
TEXT FIVE
The schemer
In primary school he played junior football and was part of the school team at the boarding school. He emphasized that the education system, especially at the school level, limits the freedom of choice of teachers and limits the choice of children. Observing other teachers enabled them to reflect on some of the problems they faced in their classrooms.
He believes that these initiatives contribute to the professional growth of teachers by encouraging them to become more dedicated and responsible. Happy Hlope, one of CLY's young people, is currently employed as a councilor at Inner West Council. Trevor found sharing the Physical Science program with students at the beginning of the year consistent with the spirit of transparency.
He pointed out that he asked all the teachers to provide their respective programs to the students, but very few of the teachers have respected it.
TEXT SIX
The super server
I am the Lord your God, and I will supply all your needs according to my riches and glory.” He left university to take up a teaching position at Hyde Park High School in Johannesburg. Students experience the relationship as an 'us and them' kind of thing." He believes that as a teacher you must be able to cross the boundaries that have been set up so that the student sees the teacher as a 'real' person. I became a hard tyrannical bastard and that was something I wasn't very happy with." What worried Daryl was that he wasn't being true to himself.
He believes that "the respect you command as a teacher should not come from the position you hold or what you represent, but for who you are". He added that a teacher who has a high degree of self-confidence and self-belief is a teacher who can go alongside a student. As teachers, we also have to see our students as paying customers for a service." He says, "You have to have a learned spirit and a positive attitude." He added, "the most important thing is the teacher's attitude, not the subject.
If the teacher displays a positive attitude, and the learner is "praised with heart and passion for whatever small steps he takes", that's when you start to see success." He.
Storied vignettes
Fluid images and potential spaces
In poststructural theories, identity (teacher) is believed to be created through the ongoing effects of relationships and in response to the codes of society. By focusing on specific discourses and critical moments in the lives of these teachers, these vignettes serve to foreground or emphasize selected positions of power (selected from the narratives) that these teachers occupy, inherent to the specific discursive positionings ( codes) that are relevant to the description of the formation of subjectivities. Taking into account the multiple dimensions of Hlo's life in her desire for change also maximizes the multiple and potentially contradictory constructions in the discourses she constructs for herself.
Hlo will take over this position in the future as a teacher and member of the school's management team. Within the oppositional discourses in which he places himself, Hlo constantly changes the meaning of the positions he takes. In her English lessons, she successfully resists the cultural values on which boarding school education is based.
I achieved two distinctions in my first year at Unizul and ended up being one of the best students in the HMS classes."
