Abstract
This dissertation explored the perceptions and practices of social justice by English Home Language (HL) teachers in the Further Education and Training (FET) Phase. These teachers are required to teach a substantial number of learners who are not mother tongue speakers of English, learning exclusively through an English medium. This accounts for an injustice that learners are faced with regarding access to, and performance in education. These learners are of various linguistic backgrounds and require support in order to meet the basic promotion and pass requirements for English proficiency at the home-language level. The FET Phase is the last phase in the basic education of learners in South Africa and performances at the end of this phase provides learners entry into the job market or higher education. Guided by critical pedagogy, social justice education and multilingualism, this study explored teachers’ perceptions of social justice, if they actively took up positions as agents of change through teaching practices, and how they enacted social justice in order to promote social transformation as envisioned in the outcomes of the national curriculum. Two secondary schools were identified as suitable sites and a qualitative exploratory case study method was utilized in order to explore teachers’ perceptions and practices of social justice in the classroom. Eight FET, English HL teachers compiled narratives related to their personal experiences of justice/injustices and the influence these may have had on their values and practices as teachers. This was followed by individual electronic interviews with the eight teachers. Data was analysed using thematic analysis. This study found that teachers’ views, values and attitudes were shaped by their own experiences of injustices and marginalization. All teachers believed they play a critical role in the personal and academic growth of their learners and acknowledged the potential role they possibly play as agents of individual and social transformation. Curriculum demands and contextual factors for some made the enactment of social justice pedagogy challenging. Language was highlighted as a key area where learners were disadvantaged in the learning process and support was needed. This study recommends that the Curriculum and Assessment Policy Statements make provision for and recommendation of pedagogy that allows for teachers to enact social justice education, so as to practically achieve the broader outcomes that is envisioned for teachers to achieve. In-service training on education for social justice in the South African context is recommended. Multilingual teaching by making use of translanguaging strategies is an area that needs rigorous exploration as possible teaching strategies to support second language learners in receiving equal education opportunities.
M.Ed. (Educational Linguistics)