NDLI: Voices of despair : Challenges for multigrade teachers in a rural district in South Africa

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Voices of despair : Challenges for multigrade teachers in a rural district in South Africa

Content Provider	Semantic Scholar
Author	Plessis, André Du Mandela, Nelson R.
Copyright Year	2014
Abstract	The focus of this paper is an exploration of the challenges experienced by a group of 19 multigrade teachers in the Uitenhage District of ’ Eastern Cape Province. This interpretive qualitative, exploratory, case study made use of semistructured personal interviews, focus group interviews, and an open-ended questionnaire as data gathering tools to explore the perceived challenges. The findings from the data were categorised using a three-order typology (Benveniste & McEwan, 2000; Raffo, Dyson, Gunter, Hall, Jones, & Kalambouka, 2007), and the generative theory of rurality (Balfour, Mitchell, & Moletsane, 2008) was used as lens for the discussion of the data. The findings reported in this paper relate to the first phase of the research project. The initial findings of the study suggested that the participants viewed their rural multigrade context as one of deficit; however, after the Intel@ Teach Programme was introduced, there was a positive change. The findings in this paper, which forms part of a larger study, suggest there were several first-order (micro or self), second-order (meso or school), and third-order (macro or system wide) challenges— curriculum issues and support being key aspects because multigrade schools have to implement a monograde curriculum. In addition, it seemed that multigrade teachers should be supported to enable them to acquire skills in building agency and sustainable relationships in order to have a different disposition towards resources.
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://andreduplessis.nmmu.ac.za/file/manual/Vol_3_no_1_Du_Plessis_Subramanien_pp_20-36_April_2014.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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