1887

n Koers : Bulletin for Christian Scholarship = Koers : Bulletin vir Christelike Wetenskap - Feminist pedagogy as a new initiative in the education of South African teachers : original research

USD

 

Abstract

Feministiese pedagogie as 'n nuwe inisiatief in die opleiding van Suid-Afrikaanse onderwysers. Daar is nog nie baie in Suid-Afrika oor feministiese pedagogie en onderwysersopleiding gepubliseer nie. Die doel van hierdie artikel is om bogenoemde aan die Suid-Afrikaanseonderwyskorps bekend te stel, waar dit nog nie 'n veilige tuiste geniet nie. Die probleem van die studie fokus op twee aspekte: die gebrek aan 'n alternatiewe onderwysersopleiding perspektief en ervaring in Suid-Afrika, en die moontlikheid van onderwysersopleiding vir die nuwe genderorde, en 'n oplewing in die genderdebat. Die doel van die studie is om te besin oor die patriargale onderwysersopleidingsmodelle, ongekwalifiseerde onderwysers se begrip van diemagsverhoudinge in die onderwys te bevorder, en voorbrand te maak vir die moontlike insluiting van feministiese pedagogie in onderwysersopleidingsprogramme. 'n Kwalitatiewe konseptuele dokument-analise is as navorsingsontwerp gebruik. Die artikel is afgesluit met 'n eksemplaar onderwysersopleidingsmodule waarin die student-onderwysers aan 'n kritiese studie van leer om te onderrig (feministiese pedagogie), en 'n feministiese klaskameromgewing voorgestel word.

Not much has been published about feminist pedagogy and teacher education in South Africa. The purpose of this article is to introduce the above to the South African education fraternity, where it has not yet found a comfortable home. The problem of the study focuses on two issues:the lack of an alternative teacher education perspective and experience in South Africa, and the possibility of teacher education for the new gender order, and a revival of the gender equity debate. The purpose of the study is to reflect on the gendered (patriarchal) teacher education models, enhance the pre-service teachers' understanding of the power relations in education, and argue the case for the inclusion of feminist pedagogy in teacher education programmes. A qualitative conceptual document analysis was used as research design. The article is concluded with an exemplar teacher education module in which student teachers are introduced to a critical study of learning to teach (feminist pedagogy), and a feminist classroom setting.

Loading

Article metrics loading...

/content/koers/80/4/EJC187207
2015-01-01
2016-12-04
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error