Teacher knowing or not knowing about students
Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of the teachers' narratives shows that they came to know their students through solicited, unsolicited and professional knowing processes. A surprise finding for successful teaching, in what may be considered difficult yet not uncommon conditions of schooling in South Africa, is that knowing about students can be dangerous, and that not knowing students can be useful for teachers. These counter-intuitive findings are generative of questions requiring further exploration.
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| Format: | Digital revista |
| Language: | English |
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Education Association of South Africa (EASA)
2015
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| Online Access: | http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000300001 |
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oai:scielo:S0256-010020150003000012015-09-18Teacher knowing or not knowing about studentsAmin,NynaVithal,Renuka critical ethnography not knowing students successful teaching teacher knowing urban school Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of the teachers' narratives shows that they came to know their students through solicited, unsolicited and professional knowing processes. A surprise finding for successful teaching, in what may be considered difficult yet not uncommon conditions of schooling in South Africa, is that knowing about students can be dangerous, and that not knowing students can be useful for teachers. These counter-intuitive findings are generative of questions requiring further exploration.Education Association of South Africa (EASA)South African Journal of Education v.35 n.3 20152015-08-01journal articletext/htmlhttp://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000300001en |
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ZA |
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revista |
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África del Sur |
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English |
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Digital |
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Amin,Nyna Vithal,Renuka |
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Amin,Nyna Vithal,Renuka Teacher knowing or not knowing about students |
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Amin,Nyna Vithal,Renuka |
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Amin,Nyna |
| title |
Teacher knowing or not knowing about students |
| title_short |
Teacher knowing or not knowing about students |
| title_full |
Teacher knowing or not knowing about students |
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Teacher knowing or not knowing about students |
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Teacher knowing or not knowing about students |
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teacher knowing or not knowing about students |
| description |
Based on a critical ethnography of an urban high school that exemplifies the many changes of post-apartheid South Africa, this paper presents data about two teachers who propose opposing perspectives and practices of knowing students. The analysis of the teachers' narratives shows that they came to know their students through solicited, unsolicited and professional knowing processes. A surprise finding for successful teaching, in what may be considered difficult yet not uncommon conditions of schooling in South Africa, is that knowing about students can be dangerous, and that not knowing students can be useful for teachers. These counter-intuitive findings are generative of questions requiring further exploration. |
| publisher |
Education Association of South Africa (EASA) |
| publishDate |
2015 |
| url |
http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002015000300001 |
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AT aminnyna teacherknowingornotknowingaboutstudents AT vithalrenuka teacherknowingornotknowingaboutstudents |
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