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South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100

Abstract

KAPOFU, Lifeas Kudakwashe. Teacher culture and emergent context in two desegregated science classrooms in South Africa: A focused ethnography. S. Afr. j. educ. [online]. 2019, vol.39, n.2, pp.1-8. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v39n2a1581.

Framed within Schein's culture model, this study re-centres teacher culture as a key variable in pedagogic settings. Teachers' cultures or basic assumptions in a culturally diverse desegregated school are explored as a crucial dictate in the emergence of the context in which teaching and learning materialises. Through engagement in a focused ethnographic exploration, life sciences teachers' basic/fundamental assumptions in desegregated classrooms are identified and interpretively explored to decipher the context they precipitate. Deciphered assumptions included assumptions about social identity, relations, academics, pedagogy, power, and metaphysics.

Keywords : assumptions; context; desegregated classrooms; emergent; science classroom; teacher culture.

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