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Changing classroom practice : reflections in two action research projects

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dc.contributor.author Davids MN en
dc.date.accessioned 2016-09-22T11:04:18Z
dc.date.available 2016-09-22T11:04:18Z
dc.date.submitted 1991 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/103247
dc.description.abstract This thesis is an argument in favour of an alternative to the present transmission model of classroom teaching which is the result of decades of apartheid-capitalist education and the domination of a Fundamental Pedagogics approach in the training of teachers. Adopting an Action Research approach, and as such employing the method of critical self-reflection, which is a continuous process of personal critique in practice, the author attempts to explain the complex processes involved in changing classroom practice towards an emancipated, process-oriented approach. Argues that the development of an alternative educational approach goes far beyond the reformist argument for equal educational provision and argues for a more fundamental transformation of educational thought and practice, to be facilitated by a process of critical self-reflection and ideological emancipation. The present contradictions between teachers' struggle for a liberated democratic society, and the dominant mode of product-oriented teaching which is characterised by teacher-centredness, control and authoritarian modes of interpersonal relationships, is still largely unrecognised in the practical and concrete educational context of schools and classrooms. Two classroom-based Action Research projects provide the research context for the reflections on transformatory education, the value of collaborative action, shared ownership and critical reflection, with its potential for personal and social empowerment. Claims that an Action Research approach in the emancipatory mode ensures that educational practice can become relevant and transformatory. A transformatory mode, as opposed to a reproductive mode of classroom practice, demands the dialectical engagement of all participants in the educational situation, and an awareness of the changing nature of social relations in the shaping of an alternative educational approach. Argues for the development of an alternative educational approach which is rooted in practice and which strives towards the creation of classroom practice which is non-oppressive, emancipator, rational and just. en
dc.language English en
dc.subject Education en
dc.subject Didactics (general) (from primary to secondary level) en
dc.title Changing classroom practice : reflections in two action research projects en
dc.type Masters degree en
dc.description.degree MEd en


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