Abstract
This dissertation explored the insights and practice of social cohesion by English Home and First Additional Language (English HL/FAL) teachers, and what their understandings imply for teaching the language in diverse secondary schools. Twenty-seven years into democracy, South African society remains beset with social challenges, such as increasing inequalities, poverty, and violence indicating intolerance and a general decline of the moral fibre of society. These challenges suggest that social cohesion in South Africa is still a work in progress. The education sector is one of the essential spheres through which social cohesion can be promoted by effective teaching-learning practices. Teachers are primary agents in ensuring that the education system fulfils this role.
Guided by the principles of social justice in education and critical pedagogy, and also supported by the notion that translanguaging is a learning resource, this qualitative case study explored English teachers’ perceptions of a cohesive society, and the manner in which they teach for a cohesive society. Three diverse secondary schools (in Merafong City, in the Gauteng Province) were selected for the study. Seven English HL/FAL teachers (main participants) as well as 101 learners (minor participants) participated. Methods included electronic semi-structured interviews with all the main participants, and observations of English classrooms. Data were analysed by means of content analysis.
This study found that teachers have knowledge of a cohesive society. The teachers perceived a cohesive society as one of solidarity, respect, peace, humanity, and equal treatment. Interestingly, some teachers could not clearly link the concept with formal education, something which indicated that their pedagogic knowledge is limited, thus impeding the process of improving social cohesion in society. Besides, lack of support, pressure to complete the syllabus, medium of instruction, and the omission of the concept of social cohesion in departmental meetings contravene teachers’ ability to teach for a cohesive society. This study recommends intensive support for teachers to address the challenges thwarting the provision of quality education, as this may improve the curriculum delivery and learners’ academic performance, and subsequently transform the country’s social status quo. The pressure to complete the syllabus should not supersede the significance of education for all children, which is aimed at all children’s holistic development, so that they can be responsible and active citizens in their respective communities.
Keywords: Education; Social Justice; Social Cohesion.