Theorising Teachersâ Experiences of Teaching Reading in the African Context

Makhosazana Edith Shoba

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Chapter 12 Theorising Teachersâ Experiences of Teaching Reading in the African Context

In: Curriculum Theory, Curriculum Theorising, and the Theoriser

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Makhosazana Edith Shoba

Makhosazana Edith Shoba
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Type:: Chapter

Pages:: 237â255

DOI:: https://doi.org/10.1163/9789004447943_013

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Abstract

The purpose of this chapter was to explore the experiences of teachers who taught reading in a deprived context. This was an interpretive case study of three teachers who taught reading in Grade Five classrooms under the curriculum assessment policy statement (CAPS) in township primary schools. Purposive sampling was used to select the most knowledgeable teachers, in order to achieve the study aims of exploring experiences of teaching reading in township schools. One-on-one semi-structured interviews were used as methods of data production. The study used phenomenological theory to capture subjective meanings of the lived experiences of individual teachers. Findings of the study indicate that a disconnect between curriculum prescriptions and content taught, Tyleristic and foreign curriculum design and disharmony, as a result of conflicting voices and superiority of certain knowledges, presented challenges for teaching of reading. The study provides an alternative theory; CCT curriculum-design theory (context, content, teachers and curriculum design) that should inform curriculum theorising on the African continent, in order to challenge Western theories as absolute theories for teaching of reading.

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Curriculum Theory, Curriculum Theorising, and the Theoriser

The African Theorising Perspective

E-Book ISBN:: 9789004447943

Publisher:: Brill

Print Publication Date:: 14 Dec 2020

Subjects
- Education

Front Matter

List of Figures and Tables

Notes on Contributors

Introduction Theorising Curriculum Approaches and Praxis

Part 1 Curriculum Theory (Theorisation of Curriculum)

Chapter 1 Uzifozonke

Chapter 2 Rethinking Curriculum Theory That Can Deliver a Decolonised African Curriculum

Chapter 3 Theorising Open Curriculum Charges as Pathway to Responsiveness in South African Higher Education

Part 2 Indigenous Knowledge and Curriculum (History of Curriculum)

Chapter 4 Curricular Innovations in a Small Island State

Chapter 5 Moving toward Indigenisation of Knowledge

Chapter 6 Can IK and Western Science Be Complementary in an IK-SCIE Agricultural Curriculum? Theorising for an Appropriate Agricultural Curriculum

Chapter 7 Curriculum Theorising in Africa as Social-Justice Project

Chapter 8 Curriculum Ecologies

Chapter 9 Brave New World

Chapter 10 Theorising Curriculum and Assessment Policy Statement

Chapter 11 Can Alignment of Digital Resources with Needs Produce a New Curriculum Theory for Teaching?

Chapter 12 Theorising Teachersâ Experiences of Teaching Reading in the African Context

Chapter 13 The African Theoriser

Chapter 14 Sustainable Professional Curriculum Practice for School Leadership Capacity Building

Chapter 15 Theory of Enactment Strategies as a Way forward in Enacting a French Integrated Curriculum in Lesotho

Chapter 16 Alternative Ways of Implementing the Curriculum

Chapter 17 Curriculum Differentiation for Diverse Learners

Chapter 18 The Tri-Star Curriculum Theory

Conclusion Theorising Responsiveness and Potentialities in Curriculum Studies

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Chapter 12 Theorising Teachersâ Experiences of Teaching Reading in the African Context

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Curriculum Theory, Curriculum Theorising, and the Theoriser

The African Theorising Perspective

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Chapter 12 Theorising Teachersâ Experiences of Teaching Reading in the African Context