Abstract
D.Ed. (Didactics)
The inability to work in groups effectively and difficulties
with discussion and decision-making were observed amongst pupils.
This led the researcher to question whether pupils in South
African schools are presented with opportunities to share in and
take responsibility for their own learning.
The literature pertaining to the nature, phenomenon and process
of negotiation is briefly examined and fundamentals are
identified. Negotiation is contextualized as a component of the
educational phenomenon.
An observation study of three std 7 classrooms in three different
schools is undertaken in order to identify and describe all
forms and modes of negotiation. Interviews with teachers and
with pupils serve as cross-validation of these results. The
results reveal that little negotiation of any nature takes place
in the classroom; that teachers and pupils possess few skills
and little knowledge in this regard; and that teachers perform
the central role in the classroom whilst pupil contributions are
not encouraged.
As a qualitative study the final results indicate trends that may
be generalized to similar classrooms.
The concept of negotiation as a didactic phenomenon is now
examined in depth by means of a literature research, with back
reference to the findings of the field study. Key elements are
identified and a conceptual presentation of classroom negotiation
is made.
The necessity of negotiation as an innovative, democratic and
relevant perspective on the classroom is argued and a model for
negotiated learning is presented...