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The politics of change in the History classroom : an action research study

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dc.contributor.author Brown VJK en
dc.date.accessioned 2016-09-22T11:04:36Z
dc.date.available 2016-09-22T11:04:36Z
dc.date.submitted 1992 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/103659
dc.description.abstract This thesis documents and analyses an action research project done with a high school History teacher and his Standard Seven class. The teacher, Trevor van Louw, to whom the author was a co-researcher, wished to change his teaching from one in which he dominated the class, to one in which his students' voices could be heard. His students, like most high school History students, were accustomed to depending on their teacher and their textbooks for their understanding of history. Trevor hoped that through encouraging participation and student involvement, through the use of activity-based history resources, he could begin a process where his students could contribute to and be in greater control of their own learning. An important feature of this thesis is an investigation into the possibilities and constraints on changing classroom practices and the situations in which they occur. The existence of constraints on implementing change is acknowledged and discussed, from the perspectives of those involved in the research, especially the students, and from the perspective of my own experience of schools. The thesis also documents an important shift that occurred as one project ended and another began, when students, as a result of the outcomes of the first project, made tacit demands about what they wished to learn and how they wished to be taught, and followed these up with action. The author selected action research as a mode of research since it is his belief that emancipatory action research, which embodies processes of self-reflection and informed action, constitutes the possibility for authentic, emancipatory change in classrooms and in schools. Argues that authoritarian forms of teaching have had the effect of producing passive, disempowered and unmotivated students with extremely low levels of self-esteem and self-confidence - notwithstanding which, the author has been privileged to witness the surfacing and unveiling of students' suppressed skills, abilities and intellectual powers as the project proceeded. en
dc.language English en
dc.subject Education en
dc.subject Didactics (special school subjects) (from primary to secondary level) en
dc.subject 025 Sociology en
dc.title The politics of change in the History classroom : an action research study en
dc.type Masters degree en
dc.description.degree M Ed en

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