Full Text Available
Note: Clicking the button above will open the full text document at the original institutional repository in a new window.
Understanding teachers' authority in Black schools in chronic crisis
Bibliography: pages 126-137.
Saved in:
| Main Author: | |
|---|---|
| Other Authors: | |
| Format: | Thesis |
| Language: | English |
| Published: |
School of Education
2015
|
| Subjects: | |
| Tags: |
No Tags, Be the first to tag this record!
|
| _version_ | 1867614104951193601 |
|---|---|
| access_status_str | Open Access |
| author | Petje, Mallele Ian |
| author2 | Millar, Clive |
| author_browse | Millar, Clive Petje, Mallele Ian |
| author_facet | Millar, Clive Petje, Mallele Ian |
| author_sort | Petje, Mallele Ian |
| collection | Thesis |
| description | Bibliography: pages 126-137. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/15890 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:46:44.850Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/15890 Understanding teachers' authority in Black schools in chronic crisis Petje, Mallele Ian Millar, Clive School discipline - South Africa Blacks - Education - South Africa Teacher-student relationships Teachers, Black - South Africa Bibliography: pages 126-137. Black schooling has been plunged into deep crisis following persistent political and ideological assertiveness by users' against the intransigent State. Assertive practices in the State black secondary schools climaxed with the refusal by students to sit for examinations. Accompanying these assertive practices were the disintegration of order and the alarming failure rate, all of which put teachers in the midst of accusations from both the State and some users. The State blamed teachers for disorderliness, the lack of discipline of students and for not doing their work efficiently. Some users accused teachers of incompetency and often of sustaining the State hegemony. Teachers, however, redirected the accusations at the State for its authoritarianism. These labellings reflect the impact the interminable education crisis has had on teachers working within State schools which are the site of race and class struggle. The crisis bears heavily and negatively on teachers' authority to an extent where some scholars highlight that teachers have become professionally dysfunctional and have since lost authority (see below). The study takes these charges seriously and is geared towards understanding teachers' authority within the context of South African education system whose bias favours white, in particular Afrikaner supremacy and the domination of the ruling classes. This could mean that teachers' authority is either a creation of this supremacy/domination and its maintenance or a product of resistance towards such domination. In order to test this theoretical supposition, particular attention was given towards understanding the significance of teachers' authority, its social bases, the way it is exercised and its stability or instability in the context of the current education crisis. What came to light was the fact that teachers exercised a form of authority predetermined by the State whilst at the same time there were attempts to move away from that practice and establish an alternative authority. The new form of authority was interpreted as being influenced by an ideology whose ultimate aim was to transform the imposed status quo. The conclusions were that teachers' authority remained in crisis as did the schools, due to teachers' work which either conflicted with the educational policy or which propped up the system in the face of insurmountable resistance from users. It was suggested that teachers are likely to thrive in the crisis if they were able to collectively amass political professional power in alliance with the community to engage in counter-hegemony. 2015-12-20T15:41:43Z 2015-12-20T15:41:43Z 1989 Master Thesis Masters MPhil http://hdl.handle.net/11427/15890 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | School discipline - South Africa Blacks - Education - South Africa Teacher-student relationships Teachers, Black - South Africa Petje, Mallele Ian Understanding teachers' authority in Black schools in chronic crisis |
| thesis_degree_str | Master's |
| title | Understanding teachers' authority in Black schools in chronic crisis |
| title_full | Understanding teachers' authority in Black schools in chronic crisis |
| title_fullStr | Understanding teachers' authority in Black schools in chronic crisis |
| title_full_unstemmed | Understanding teachers' authority in Black schools in chronic crisis |
| title_short | Understanding teachers' authority in Black schools in chronic crisis |
| title_sort | understanding teachers authority in black schools in chronic crisis |
| topic | School discipline - South Africa Blacks - Education - South Africa Teacher-student relationships Teachers, Black - South Africa |
| url | http://hdl.handle.net/11427/15890 |
| work_keys_str_mv | AT petjemalleleian understandingteachersauthorityinblackschoolsinchroniccrisis |