Resumen

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.

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

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