Teachers' voices and quality education in the basic education discourse in South Africa
The absence of a shared understanding of quality education for South African schools prompted this study to apply the capability approach of Amartya Sen to investigate the productive qualities of teachers. The study outlines the significance of integrating teachers’ perspectives into discussions su...
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| Format: | Article |
| Language: | English |
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University of the Free State
2024-12-01
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| Series: | Perspectives in Education |
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| Online Access: | https://journals.ufs.ac.za/index.php/pie/article/view/8048 |
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| author | Samantha Hoffman Rouaan Maarman |
| author_facet | Samantha Hoffman Rouaan Maarman |
| author_sort | Samantha Hoffman |
| collection | DOAJ |
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The absence of a shared understanding of quality education for South African schools prompted this study to apply the capability approach of Amartya Sen to investigate the productive qualities of teachers. The study outlines the significance of integrating teachers’ perspectives into discussions surrounding quality education in South Africa. More emphasis is directed towards the necessity of understanding quality education through the lens of teachers’ experiences and perceptions. A case study design was used and teachers in two Cape Town schools were selected to illustrate the case. The study conducted in-depth individual and focus group interviews with primary and high school teachers to explore their views on quality education and its implications for capability enhancement. Utilizing the capability approach as a framework, the research underscores the voices of teachers and the pivotal role of teachers in shaping educational practices and policies. The study revealed that limitations put on teachers’ voices rendered the understanding of quality education a bureaucratic discourse instead of a transformational idea and suppresses evaluative reasoning and the pursuit of interconnected teaching and learning freedoms in schools.
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| format | Article |
| id | doaj-art-e9b4ab3dbb8347a99f5cf2db44c53451 |
| institution | OA Journals |
| issn | 0258-2236 2519-593X |
| language | English |
| publishDate | 2024-12-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj-art-e9b4ab3dbb8347a99f5cf2db44c534512025-08-20T02:31:09ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2024-12-0142410.38140/pie.v42i4.8048Teachers' voices and quality education in the basic education discourse in South AfricaSamantha Hoffman0Rouaan Maarman1University of the Western Cape, South AfricaUniversity of the Western Cape, South Africa The absence of a shared understanding of quality education for South African schools prompted this study to apply the capability approach of Amartya Sen to investigate the productive qualities of teachers. The study outlines the significance of integrating teachers’ perspectives into discussions surrounding quality education in South Africa. More emphasis is directed towards the necessity of understanding quality education through the lens of teachers’ experiences and perceptions. A case study design was used and teachers in two Cape Town schools were selected to illustrate the case. The study conducted in-depth individual and focus group interviews with primary and high school teachers to explore their views on quality education and its implications for capability enhancement. Utilizing the capability approach as a framework, the research underscores the voices of teachers and the pivotal role of teachers in shaping educational practices and policies. The study revealed that limitations put on teachers’ voices rendered the understanding of quality education a bureaucratic discourse instead of a transformational idea and suppresses evaluative reasoning and the pursuit of interconnected teaching and learning freedoms in schools. https://journals.ufs.ac.za/index.php/pie/article/view/8048Basic schoolingcapability approachquality educationteachers’ voice |
| spellingShingle | Samantha Hoffman Rouaan Maarman Teachers' voices and quality education in the basic education discourse in South Africa Perspectives in Education Basic schooling capability approach quality education teachers’ voice |
| title | Teachers' voices and quality education in the basic education discourse in South Africa |
| title_full | Teachers' voices and quality education in the basic education discourse in South Africa |
| title_fullStr | Teachers' voices and quality education in the basic education discourse in South Africa |
| title_full_unstemmed | Teachers' voices and quality education in the basic education discourse in South Africa |
| title_short | Teachers' voices and quality education in the basic education discourse in South Africa |
| title_sort | teachers voices and quality education in the basic education discourse in south africa |
| topic | Basic schooling capability approach quality education teachers’ voice |
| url | https://journals.ufs.ac.za/index.php/pie/article/view/8048 |
| work_keys_str_mv | AT samanthahoffman teachersvoicesandqualityeducationinthebasiceducationdiscourseinsouthafrica AT rouaanmaarman teachersvoicesandqualityeducationinthebasiceducationdiscourseinsouthafrica |