Govender D 2009.Pdf (2.284Mb)

Teacher Identity in Assessment Policy and Practice within the General Education and Training Band A thesis submitted to the University of Kwa-Zulu Natal In fulfilment of the requirements for the degree of Doctor of Philosophy In the Faculty of Education by Dhanasagree Govender 2009 Declaration I, the undersigned, hereby declare that this thesis is my original work and has not in its entirety or part, been submitted at any university for a degree. Student : D. Govender ____________________________ __________________ Signed Date Supervisor: Dr Wayne Hugo ______________________ _______________ Signed Date i ABSTRACT The democratic South Africa’s dual challenge in overcoming its own divisive history as well as addressing global economic imperatives, has led to transformations in education. Policy production thus takes place in an atmosphere infused by economic, political, social and cultural effects of globalization. Embedded within the wave of curriculum reform, are new forms of learner assessment which have shifted from being largely norm-based and summative to one which is formative, standards- based and continuous. The new discourse on assessment requires a ‘paradigm shift’ for most teachers implementing the new assessment policy. Although education policy reforms in schools challenge teachers’ existing practices and increases teachers’ work load, they seldom give due attention to teachers’ identities. My research raises questions about the political rationalities that have informed policies on a new conception of the ideal teacher as assessor and how these political rationalities have intersected with the individual lives and identities of teachers. This study investigates at a micro-level, the workings of how teachers govern themselves in their work and in general as human beings. The constitution of teacher identity through discourses and discursive practices of the assessment reform is central to the argument of this thesis which is guided by the following critical question: Within the historical context of the current wave of curriculum reform in South Africa, how is teacher identity constituted in the discourses and practices of assessment reform? Data was obtained from ten teacher participants through interviews, classroom observations and document evidence. Using the biographical / life history approach and teachers’ narratives of self, I explore patterns by which experiential and emotional contexts, feelings, images and memories are organized to form the teachers’ identity. My analytical strategy draws from the work of Foucault (1954-1984), Giddens (1991), Wenger (1998), Bourdieu (1977), Frankl (1984), Laclau and Mouffe (1985), Maslow (1943) as well as other scholars. ii ACKNOWLEDGMENTS Dedication This thesis is dedicated in memory of my parents, Moonsamy and Devagi Gounden. Mum, thank you for your support and for being my greatest teacher even though you had little formal education. Dad, thank you for challenging and encouraging me. It is through support and challenge that maximum evolvement occurs (Demartini, 2008). I hereby acknowledge my sincere appreciation to: • The Spencer Foundation, for the generous funding of my research project. • The following members of the Spencer Committee for their interest and support: • Professors Linda Chisholm, Lebo Moletsane, Ken Harley and Volker Wedekind • My research supervisor, Dr Wayne Hugo for his support, trust and for allowing me to work on my own terms. • Derek Buchler, for the administration of the Spencer funding. • The teacher participants for their willingness to participate and their invaluable contribution. To my family and friends: • My children, Kamentha, Nishalin and Lavanya, for their love and support. Kamentha, for her letter of encouragement and her analogy of knitting which helped me gain closure on this thesis. Let this be inspiration to you for it is an extension of all that I taught you about the universal laws. • Mano, for giving me an opportunity to see the light. Our love is eternal. iii • Selvie, for being a pillar of strength in my life; Prishaun, for sharing Man’s Search for Meaning, with me; and Kerusha, for encouragement. • Seten, for patiently listening to my stories. • Cindy Govender for her support and encouragement. • Rooshen Ramiah, for kind assistance and support. • Dr Nirmala Gopal, for her professionalism. • Cindy Ramhurry for inspiring me with her sheer determination. • Vijen Padayachee, for his support in arranging appointments. • Tom and Chrissie of www.cafe @ ukzn, for the delicious cappacinos that sustained me during the writing of this thesis. • Leo, for his love and affection. • I hereby acknowledge the contribution of Leonardo (2008), my Siamese cat who typed the 6s all by himself! ‘One way of providing teachers with ‘opportunities to teach’ is to equip them with the knowledge and skills that wi666666666666666666666666666666’ (Leo, 2008). iv Abbreviations and Acronyms ANC African National Congress AS Assessment Standard C2005 Curriculum 2005 CASS Continuous Assessment CREQ Criteria for the Recognition and Evaluation of Qualifications CTA Common Tasks of Assessment DET Department of Education and Training DoE Department of Education ELRC Education Labour Relations Council EMS Economics and Management Science GET General Education and Training GNU Government of National Unity HoA House of Assembly HoD House of Delegates HOD Head of Department HoR House of Representatives HSRC Human Sciences Research Council HSS Human and Social Sciences IMF International Monetary Fund IQMS Integrated Quality Management System LO Learning Outcome v LLC Language Literacy and Communication MLMMS Mathematical Literacy, Mathematics and Mathematical Sciences NED Natal Educational Department (Department for whites in Natal) NEPI National Education Policy Investigation. NQF National Qualifications Framework. NS Natural Sciences OBA Outcomes Based Assessment OBE Outcomes Based Education PAM Personal Adminstrative Measures. RNCS Revised National Curriculum Statement SACE South African Council for Educators SADTU South African Democratic Teachers Union SAQA South African Qualifications Authority SASA South African Schools Act SEM Superintendent of Educational Management SETA Sector Education and Training Authority SGB Schools Governing Body SO Specific Outcomes UK United Kingdom USA United States of America vi Table of Contents DECLARATION ...................................................................................................................... I ABSTRACT ............................................................................................................................ II ACKNOWLEDGMENTS ................................................................................................. IIIII ABBREVIATIONS AND ACRONYMS ............................................................................... V LIST OF FIGURES .............................................................................................................. XI LIST OF TABLES ................................................................................................................ XI APPENDICES ....................................................................................................................... XI CHAPTER ONE: AN ORIENTATION ................................................................................ 1 1.1 Introduction ..................................................................................................................... 1 1.2 Key Research Question ................................................................................................... 4 1.3 Research Strategy ............................................................................................................ 4 1.4 Dimensions of Governmentality: Explication of the Concepts ....................................... 6 1.4.1 Global Governmentality ........................................................................................... 8 1.4.2 Modernity and Globalisation .................................................................................... 9 1.4.3 Neo-liberal Governmentality.................................................................................. 10 1.4.4 Rationalities of Post-Apartheid South Africa......................................................... 11 1.4.5 Policy Reform ........................................................................................................ 12 1.4.6 Curriculum Reform ................................................................................................ 13 1.4.7 Assessment Reform ................................................................................................ 14 1.4.8 Classroom Practice and Justification for Teacher Identity /Subjectivities ............. 16 1.5 Aims of Research .......................................................................................................... 18 1.6 Motivation and Rationale for the Study ........................................................................ 19 1.7 Identity of the Researcher: The Researcher’s Biographical Profile .............................. 21 1.8 Limitations and Deviations within the Research Study ................................................ 25 1.9 Organisation of this Thesis ............................................................................................ 26 1.10 Chapter Summary ........................................................................................................ 29 CHAPTER TWO:

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