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dc.contributor.authorDelport de Villiers, Christa
dc.contributor.authorDe Jager, Sarina
dc.date.accessioned2022-02-08T05:53:47Z
dc.date.available2022-02-08T05:53:47Z
dc.date.issued2021
dc.identifier.citationDelport de Villiers, C. & De Jager, S. 2021. Courageous conversations in the Life Orientation classroom and teacher vulnerability. TD: The Journal for Transdisciplinary Research in Southern Africa, 17(1):1 - 6. [http://dspace.nwu.ac.za/handle/10394/3605]en_US
dc.identifier.issn1817-4434
dc.identifier.issn2415-2005 (Online)
dc.identifier.urihttp://hdl.handle.net/10394/38285
dc.identifier.urihttps://doi.org/10.4102/td.v17i1.1097
dc.description.abstractThe Independent Education Board (IEB) introduced the need to facilitate critical conversations on controversial topics in the Life Orientation (LO) classroom at the National Conference in 2016. This shifted the focus of discussions to a facilitated critical narrative within IEB Subject Assessment Guidelines (SAGs) topics. This push followed youth activism against systemic racism at educational institutes, which initially created the perception that these conversations related to the socio-political status quo alone. However, the LO curriculum includes a range of topics that require critical narratives. Courageous conversations may trigger cognitive and emotional dissonance in both the teacher and learner. It is, therefore, crucial to interrogate the LO teachers’ lived experiences in facilitating courageous conversations. This study employed individual phenomenological interviews and a focus group discussion. The participants consisted of nine LO teachers from Gauteng, Eastern Cape, Western Cape and North West province. Each individual interview focused on determining the contexts and the phenomenon of their lived experience of courageous conversations and each participant’s agency in their private capacity as professional educators. The focus group discussion centred around establishing gaps in the motivation, training and skill development of LO teachers to facilitate these conversations. The findings indicate that the courage required of teachers to challenge and be challenged, albeit in a safe environment, results in teacher vulnerabilityen_US
dc.language.isoenen_US
dc.publisherAOSISen_US
dc.subjectCourageous conversationsen_US
dc.subjectVulnerabilityen_US
dc.subjectLife Orientationen_US
dc.subjectCritical agencyen_US
dc.subjectDissonance triggersen_US
dc.subjectAutonomyen_US
dc.subjectLived experiencesen_US
dc.subjectNegotiated spaceen_US
dc.titleCourageous conversations in the Life Orientation classroom and teacher vulnerabilityen_US
dc.typeArticleen_US


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