SA Journal of Education, Vol 39, No 2 (2019)

Teacher culture and emergent context in two desegregated science classrooms in South Africa: A focused ethnography

Lifeas Kudakwashe Kapofu


Framed within Schein’s culture model, this study re-centres teacher culture as a key variable in pedagogic settings. Teachers’ cultures or basic assumptions in a culturally diverse desegregated school are explored as a crucial dictate in the emergence of the context in which teaching and learning materialises. Through engagement in a focused ethnographic exploration, life sciences teachers’ basic/fundamental assumptions in desegregated classrooms are identified and interpretively explored to decipher the context they precipitate. Deciphered assumptions included assumptions about social identity, relations, academics, pedagogy, power, and metaphysics.

ORCiD iD of author:
Lifeas Kudakwashe Kapofu -

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