- Title
- Exploring selected high school teachers’ perceptions regarding the democratisation of knowledge in the South African schooling context
- Creator
- Munga, Zarina Mohamed
- Subject
- Democratization -- South Africa -- Port Elizabeth High school teachers -- South Africa -- Port Elizabeth
- Date Issued
- 2020
- Date
- 2020
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10948/49374
- Identifier
- vital:41699
- Description
- The democratisation of knowledge in the schooling context includes the empowering of learners. Education/schools may be regarded as the key to obtaining equal, relevant and non-discriminatory knowledge. Thus, teachers play a vital role in ensuring that the democratisation of knowledge is encouraged in the classroom context. However, knowledge is not always accessible and equal to all individuals in society. A key policy challenge currently in South African schools is whether learners have meaningful access to education and whether effective teaching and learning is occurring in the classroom. Against this background, the purpose of this study was to create an awareness of the benefits as well as to investigate the challenges of the democratisation of knowledge. Furthermore, it aims to explore how teachers’ teaching can be enhanced in order to ensure that the democratisation of knowledge is effective in the classroom. A qualitative research approach was used to collect data from three selected public high schools in the Port Elizabeth area. This study was underpinned by a critical pedagogy theory guided by thought leaders such as Paulo Freire and John Dewey who were exponents of the democratisation of knowledge in education. The research findings indicate that curriculum demands, inadequate resources, a lack of guidance from the Department of Basic Education, socio-economic issues and a negative learner mindset hinder the democratisation of knowledge. In contrast, learner engagement, reconceptualising the curriculum, relevant resources, a supportive principal and school environment, teacher wellness, parental involvement and community connectedness support the democratisation of knowledge.
- Format
- xii, 183 leaves
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Munga, Z.pdf | 9 MB | Adobe Acrobat PDF | View Details Download |