Teacher responses to rationalisation: transformation and adaptation in the Western Cape,South Africa |
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| Institution: | 1. Dept of Environmental Science, Rhodes University, Makhanda 6140, South Africa;2. Ashoka Trust for Research in Ecology & the Environment (ATREE), Royal Enclave, Srirampura, Jakkur Post, Bangalore 560064, India;1. Coal Research Group, School of Chemical and Minerals Engineering, North-West University, Potchefstroom Campus, Private Bag X6001, Potchefstroom 2520, South Africa;2. Chemistry Department, La Trobe University, Melbourne, VIC 3086, Australia;3. Clean Coal Technology Pty. Ltd., Melbourne, Australia;4. Doctoral Training Centre in Bioenergy, School of Chemical and Process Engineering, University of Leeds, Leeds LS2 9JT, UK;5. Laboratory of Applied Molecular Modelling, Chemical Resource Beneficiation, North-West University, Potchefstroom 2520, South Africa;6. Sasol Technology (Pty) Ltd, Box 1, Sasolburg 1947, South Africa;7. John and Willie Leone Family Department of Energy and Mineral Engineering, The EMS Energy Institute, The Pennsylvania State University, University Park, PA 16802, USA;1. CAS Key Laboratory of Computational Biology, CAS-MPG Partner Institute for Computational Biology, 320 Yue Yang Road, Shanghai 200031, China;2. Max Planck Institute for Evolutionary Anthropology, Deutscher Platz 6, 04103 Leipzig, Germany;3. Institute for Advanced Biosciences, Keio University, 997-0035 Tsuruoka, Yamagata, Japan;4. Department of Anthropology, The George Washington University, Washington, DC 20052, USA;5. Fishberg Department of Neuroscience and Friedman Brain Institute, Icahn School of Medicine at Mount Sinai, New York, NY 10029, USA;6. Alamogordo Primate Facility, Holloman AFB, Alamogordo, NM 88330, USA;7. Max Planck Institute for Molecular Plant Physiology, Am Mühlenberg 1, 14476 Potsdam, Germany;8. Skoltech Center for Computational and Systems Biology, Skolkovo Institute for Science and Technology, Skolkovo 143025, Russia;1. Department of Soil and Physical Sciences, Lincoln University, Lincoln, Christchurch, New Zealand;2. AgroBioSciences Program, Mohammed VI Polytechnic University of Benguerir 43150, Morocco;3. The New Zealand Institute for Plant & Food Research Ltd, Private Bag 1401, Havelock North, New Zealand;4. The New Zealand Institute for Plant & Food Research Ltd., Ruakura Research Centre, Bisley Road, Hamilton, New Zealand;5. College of Water Resources and Architectural Engineering, Northwest Agriculture and Forestry University, Yangling, PR China;1. Department of Environmental Engineering, Technical University of Denmark, Miljøvej 113, 2800 Kgs. Lyngby, Denmark;2. Veolia Water Technologies, Haslegårdsvænger 18, 8210 Århus V, Denmark;3. Air Liquid Denmark, Hoje Tastrupvej 42, 2630 Tastrup, Denmark;4. Department of Bio- and Environmental Technology, Danish Technological Institute, Kongsvang Allé 29, DK-8000 Århus C, Denmark;5. Environmental Science, Århus University, Frederiksborgsvej 399, 4000 Roskilde, Denmark;1. Portland State University School of Social Work, PO Box 751, Mailcode: SSW, Portland, OR 97207, United States;2. University of Maryland School of Social Work, 525 West Redwood Street, Baltimore, MD 21201, United States |
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| Abstract: | This paper seeks to understand the impact of the restructuring of the teaching corps in schools in the former House of Representatives educational system in the Western Cape Province of South Africa. As a system catering for children classified coloured and which was relatively more privileged than those (eleven others) which catered for children classified African, it has been targeted as a site from which to redistribute resources for redeployment elsewhere. The paper explores the dynamics of this process, particularly with respect to how schools are managing the process of retrenching teachers. It is especially interested in how schools are managing themselves during this restructuring. The paper seeks to argue, based on empirical work conducted in schools, that professional identity and the exercise of professionalism are important indicators in gauging how well schools will cope with educational reform and change. Drawing on studies conducted in ten schools the paper classifies schools into three categories of professionalism and argues that schools with high professional indexes manage stress more effectively than schools with lower levels of professionalism. |
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