Classroom communication and schooling: a case-study of teaching and learning in a secondary school in Soweto
Year: 1986
Type: dissertation
Abstract: This qualitative case-study: (a) investigates the ways in which classroom practices in a secondary school in Soweto are influenced by an underlying set of assumptions, attitudes and values inculcated by black teacher training and schooling, along with the material conditions of the pedagogical workplace; and, (b) analyses how these practices, as manifest in patterns of power and authority in classroom communication, affect learning and understanding.While these practices and patterns are viewed as being shaped and constrained by the teachers' and students' personal biographies, training and schooling; they are also seen as an outcome of wider structural determinants.From this perspective the study concludes with some proposals for teacher training and classroom practice which could transform -albeit in limited ways -forms of pedagogical relationships and communicative interaction which prevent teachers and students from engaging in a more meaningful and educative pedagogical process.Based primarily on lessons recorded and observed in three classrooms and on interviews conducted with teachers and students, the study employs a broad 'ethnographic' approach to classroom research and uses 'symbolicinterpretive' models of social science as a guiding theoretical framework.
Author: Ronnie Simons
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2965602039