Born-free learner identities : changing teacher beliefs to initiate appropriate educational change

dc.contributor.authorVandeyar, Saloshna
dc.contributor.emailsaloshna.vandeyar@up.ac.zaen_ZA
dc.date.accessioned2022-03-10T06:21:28Z
dc.date.available2022-03-10T06:21:28Z
dc.date.issued2021-12
dc.description.abstractAn earlier paper focused on how born-free learners constitute, negotiate and represent their identities after almost two and half decades of democracy in South Africa. Utilising the theoretical framework of subjective realities of educational change, in this article I set out to explore what implications teachers’ beliefs hold for born-free learners, and how teachers’ beliefs can be changed or adapted to initiate appropriate educational change. The focus of this article is on the beliefs of teachers and how the change thereof can contribute to educational change, based on how learners perceive their identities. The epistemological lens of social constructivism and the research strategy of narrative inquiry was used. Fifty-eight born-free learners across 6 research sites participated in this study. Semi-structured interviews and field notes comprised the data capture, which were analysed using the qualitative content analysis method. Findings reveal that shifting and diverse self-identifications of born-free learners hold fundamental and crucial implications that reside at the heart of educational change, namely a change in teachers’ beliefs and in teachers’ practice.en_ZA
dc.description.departmentHumanities Educationen_ZA
dc.description.librarianhj2022en_ZA
dc.description.sponsorshipThe National Research Foundationen_ZA
dc.description.urihttp://www.sajournalofeducation.co.zaen_ZA
dc.identifier.citationVandeyar, S. 2021, 'Born-free learner identities : changing teacher beliefs to initiate appropriate educational change', South African Journal of Education, vol. 41, suppl. 2, art. #2106, 12 pages, https://doi.org/10.15700/saje.v41ns2a2106.en_ZA
dc.identifier.issn0256-0100 (print)
dc.identifier.issn2076-3433 (online)
dc.identifier.issn10.15700/saje.v41ns2a2106
dc.identifier.urihttp://hdl.handle.net/2263/84419
dc.language.isoenen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.rights© 2021, South African Journal of Education. Published under a Creative Commons Attribution Licence.en_ZA
dc.subjectBorn-free learnersen_ZA
dc.subjectEducational changeen_ZA
dc.subjectIdentityen_ZA
dc.subjectSubjective realitiesen_ZA
dc.subjectTeachers’ beliefsen_ZA
dc.subjectTeachers’ practiceen_ZA
dc.titleBorn-free learner identities : changing teacher beliefs to initiate appropriate educational changeen_ZA
dc.typeArticleen_ZA

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