SciELO - Scientific Electronic Library Online

 issue81Portraits of primary school pre-service teachers at a South African university: Implications for nuanced student supportAnalysing the hegemonic discourses on comprehensive sexuality education in South African schools author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand



Related links

  • On index processCited by Google
  • On index processSimilars in Google


Journal of Education (University of KwaZulu-Natal)

On-line version ISSN 2520-9868
Print version ISSN 0259-479X


DE KLERK, Edwin Darrell  and  BARNETT, Emma Priscilla. Continuing the debate on teacher autonomy: A capabilities perspective. Journal of Education [online]. 2020, n.81, pp.99-117. ISSN 2520-9868.

Whereas much has been written about initiatives to empower teachers, scholars agree that the capabilities approach, which is an important method for empowering teachers in the arena of autonomy, requires continued research. Our aim in this research paper is, therefore, to continue the debate on fostering teacher autonomy from a capabilities perspective. We present a South African education policy analysis in which it can be seen that capabilities may empower teachers to be agents of autonomy. Having employed a capabilities approach, our study shows that possibilities exist for deepening thinking about teachers' autonomous education practices in general. The findings show that teachers should focus on self-attention and care for the self to become autonomous beings. The results show that empowering teachers to be autonomous may be regarded as a robust paradigm that can be used even as development challenges and educational priorities shift.

Keywords : agency; autonomy; capabilities approach; South African education policy; teacher empowerment.

        · text in English     · English ( pdf )


Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License