Impediments to the successful reconstruction of African immigrant teachers' professional identities in South African schools

dc.contributor.authorVandeyar, Saloshna
dc.contributor.authorVandeyar, Thirusellvan
dc.contributor.authorElufisan, Kolawole
dc.contributor.emailsaloshna.vandeyar@up.ac.zaen_US
dc.date.accessioned2014-08-08T06:09:07Z
dc.date.available2014-08-08T06:09:07Z
dc.date.issued2014-05
dc.description.abstractThe purpose of this study was to explore difficulties and challenges that confront African immigrant teachers as they attempt to reconstruct their professional identities in South African schools. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering techniques included a mix of semi-structured interviews, observations, focus group interviews, field notes and researcher journals. Data were analysed using grounded theory and content analysis methods. Findings of the study revealed that immigration status, employment status, attitudes of indigenous learners and holding on to former culture or way of knowing due to lack of induction or mentoring, were impediments to the successful reconstruction of African immigrant teachers' professional identities in South African schools.en_US
dc.description.librarianam2014en_US
dc.description.urihttp://www.sajournalofeducation.co.zaen_US
dc.identifier.citationVandeyar, S, Vandeyar, T & Elufisan, K 2014, 'Impediments to the successful reconstruction of African immigrant teachers' professional identities in South African schools', South African Journal of Education, vol. 34, no. 2, pp. 1-20.en_US
dc.identifier.issn0256-0100
dc.identifier.urihttp://hdl.handle.net/2263/41110
dc.language.isoenen_US
dc.publisherEASAen_US
dc.rights© 2014 EASAen_US
dc.subjectAfrican immigrant teachersen_US
dc.subjectCommunities of practiceen_US
dc.subjectProfessional identityen_US
dc.subjectReconstructionen_US
dc.subjectXenophobiaen_US
dc.titleImpediments to the successful reconstruction of African immigrant teachers' professional identities in South African schoolsen_US
dc.typeArticleen_US

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