- Title
- Teachers’ bio-geographical experiences of social (in)justice within South African schools
- Creator
- Perumal, Juliet Christine
- Subject
- Teachers - South Africa, Social justice - South Africa
- Date
- 2014
- Type
- Article
- Identifier
- uj:6138
- Identifier
- ISBN 978-84-617-2484-0
- Identifier
- http://hdl.handle.net/10210/13181
- Description
- Teachers from various countries on the African continent are being employed in the South African education system. The bio-geographical identities, ideologies and pedagogies that this diverse teacher cohort brings to the educational landscape warrants exploration into the varying experiences, interpretations and enactments of social justice that they experience within the South African context. This paper draws on the personal and professional experiences of teachers from South Africa, India, the Democratic Republic of Congo, Zimbabwe and Cameroon, to denaturalize the unproblematic way in which teachers are linked to school contexts. It draws on Buell’s (in Raill) [1] contention that place gestures in three directions, namely: (i) towards environmental materiality; (ii) towards social perceptions or constructions of identity; and (iii) towards affect or bond. It explores teachers’ personal and professional experiences in relation to Fraser’s [2] conceptions of social justice. This qualitative study contributes to research on critical pedagogies of place, which view education as a contextualized social process that shape teachers’ identities, and behaviors. This paper aims to: (i) sketch the biographical-geographical, and socio-cultural impulses that frame the participants’ personal and professional identities; and (ii) examine the techniques that these teachers employ in order to navigate their current situatedness presents them.
- Publisher
- Proceedings of ICERI2014 Conference 17th-19th November 2014, Seville, Spain
- Rights
- © 2014, ICERI
- Full Text
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