Crossing Boundaries
Khumalo the tightrope walker
Datos Bibliográficos
| ID | 6030835 |
|---|---|
| Autores | Bernice Badal (0000-0001-6503-6168, University of South Africa, autor de correspondencia) |
| Año | 2023 |
| Volumen | 21 |
| Número | 1 |
| Páginas | 187-203 |
| Fecha de publicación | 2023-01-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | African Identities (JOURNAL) |
| Identificadores de la revista | ISSN: 1472-5843 • E-ISSN: 1472-5851 |
| Editorial | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14725843.2021.1898929 |
| OpenAlex | W3135912972 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 37 |
The curriculum does not exist in a vacuum: its construction, mediation and enactment are subject to a range and pitch of voices which are not always in concert. This article addresses an enduring concern about the influence of teacher's voice in educational change contexts, given that scholarship identifies a diminishing space for teacher voice(s). It presents teacher voice, catalysed by teacher agency that explicates the impact of inner conversations on teachers’ capacity to negotiate both internal and external constraints and manifest a stance that accommodates the employer and the self. Theoretical concepts are drawn from Bandura’s Social cognitive theory incorporating the triadic causation model of agency. This qualitative case study, therefore, examined the political, contextual and personal determinants of teacher agency through analysis of the data derived from a broader study. The efforts of one teacher from a township school are highlighted to show how his perceptions, characteristics, and mediations of a ‘teacher proof’ reform lead to the construction of a unique proactively compliant teacher voice which adds to the stances in the findings of curriculum studies. This article has as its focus teachers’ capacity to cross metaphorical boundaries and establish a crucial role in the construction and dissemination of knowledge in a situated context in South Africa
Affordance · Cognitive psychology · Curriculum · Mediation · Negotiation · Pedagogy · Political science · Scholarship · Situated · Social science · Sociology · Collaborative Teaching and Inclusion · Innovative Education and Learning Practices · Psychology · Teacher Education and Leadership Studies
Teachers and Texts
Handbook of qualitative research
Telling Stories
Getting to Scale with Good Educational Practice
Toward a Psychology of Human Agency
Social cognitive theory of gender development and differentiation.
InterViews
Human agency
Self-efficacy
Policy borrowing, policy learning
Democratic education in neoliberal and neoconservative times
The dual economy of schooling and teacher morale in South Africa
Teachers, Curriculum Innovation, and Policy Formation
Teacher Identity and Agency in School Worlds
Big Policies/Small World
Political symbolism as policy craft
Looking for cohesion
Different by Design
Teaching and Thinking about Curriculum
Human agency in social cognitive theory
The teacher's soul and the terrors of performativity
Social Cognitive Theory
Perceived Self-Efficacy in Cognitive Development and Functioning
Taking context seriously
Quality in Qualitative Research
| Obras citantes distintas | 1 |
|---|---|
| Citas por año | 1 |
| Intervalo de citas | 2026 - 2026 (1) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 1 |