92
Views
0
CrossRef citations to date
0
Altmetric
Articles

Crossing Boundaries: Khumalo the tightrope walker

Pages 187-203 | Received 13 Feb 2019, Accepted 01 Mar 2021, Published online: 15 Mar 2021

References

  • Acevedo, S. M., Aho, M., Cela, E., Chao, J. C., Garcia-Gonzales, I., MacLeod, A., & Olague, C. (2015). Positionality as knowledge: From pedagogy to praxis. Integral Review, 11(1), 28‒46.
  • Al-Kathiri, F. (2016). The voice of the teacher in syllabus design. English Language and Literature Studies, 6(1), 87–93. https://doi.org/10.5539/ells.v6n1p87
  • Aoki, T. T. (1990). Themes of teaching curriculum. In J. T. Sears & J. D. Marshall (Eds.), Teaching and thinking about curriculum: Critical inquiries (pp. 111–114). Teachers College Press.
  • Apple, M. (1995). Education and power. Routledge.
  • Apple, M. (2011). Democratic education in neoliberal and neoconservative times. International Studies in Sociology of Education, 21(1), 21–31. https://doi.org/10.1080/09620214.2011.543850
  • Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education. Routledge.
  • Apple, M. W., & Buras, K. L. (2006). The subaltern speak: Curriculum, power, and educational struggles. Routledge.
  • Badal, B. (2019). The influence of teacher voice on educational change. [Unpublished doctoral dissertation]. University of Pretoria.
  • Ball, S. J. (1998). Big policies/small world: An introduction to international perspectives in education policy. Comparative Education, 34(2), 119–130. https://doi.org/10.1080/03050069828225
  • Ball, S. J. (2003). The teachers’ soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228. https://doi.org/10.1080/0268093022000043065
  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioural change. Psychological Review, 34(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
  • Bandura, A. (1986). From thought to action: Mechanisms of personal agency. New Zealand Journal of Psychology, 15(1), 1–17.
  • Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175
  • Bandura, A. (1991). Human agency: The rhetoric and the reality. American Psychologist, 46(2), 157–162. https://doi.org/10.1037/0003-066X.46.2.157
  • Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148. https://www.itma.vt.edu/courses/tel/resources/bandura(1993)_self-efficacy.pdf
  • Bandura, A. (1997). Self-efficacy and the exercise of control. WH Freeman.
  • Bandura, A. (1999). A social cognitive theory of personality. In L. Pervin & O. John (Eds.), Handbook of personality (pp. 154–196). Guilford Publications.
  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52(1), 1–26. https://doi.org/10.1146/annurev.psych.52.1.1
  • Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180. https://doi.org/10.1111/j.1745-6916.2006.00011.x
  • Bangs, J., & Frost, D. (2012). Teacher self-efficacy, voice and leadership: Towards a policy framework for education international. Education International Research Institute. https://download.ei-ie.org/Docs/WebDepot/teacher_self-efficacy_voice_leadership.pdf
  • Bantwini, B. D. (2009). District professional development models as a way to introduce primary-school teachers to Natural Science curriculum reforms in one district in South Africa. Journal of Education for Teaching, 35(2), 162–189. https://doi.org/10.1080/02607470902771094
  • Bantwini, B. D. (2010). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern Cape Province, South Africa. Journal of Education for Teaching, 35(2), 162–189. http://hdl.handle.net/20.500.11910/4639
  • Bascia, N., Carr-Harris, S., Fine-Meyer, S. R., & Zurzolo, C. (2014). Teachers, curriculum innovation, and policy formation. Curriculum Inquiry, 44(2), 228–248. https://doi.org/10.1111/curi.12044
  • Blignaut, S. (2007). The policy-practice dichotomy: Can we straddle the divide? Perspectives in Education, 25(4), 49–61.
  • Braun, A., Ball, S. J., Maguire, M., & Hoskins, K. (2011). Taking context seriously: Towards explaining policy enactments in the secondary school. Discourse: Studies in the Cultural Politics of Education, 32(4), 585–596. https://doi.org/10.1080/01596306.2011.601555
  • Burkhauser, A. M., & Lesaux, N. K. (2017). Exercising a bounded autonomy: Novice and experienced teachers’ adaptations to curriculum materials in an age of accountability. Journal of Curriculum Studies, 49(3), 291–312. https://doi.org/10.1080/00220272.2015.1088065
  • Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation. Psychological Review, 106(4), 676–713. https://doi.org/10.1037/0033-295X.106.4.676
  • Carl, A. E. (2005). The ‘voice of the teacher’ in curriculum development: A voice crying in the wilderness? South African Journal of Education, 25(4), 223–228.
  • Chetty, R. (2015). Freirean principles and critical literacy to counter retrograde impulses in the curriculum and assessment policy statement. Reading & Writing, 6(1),  71–78. http://dx.doi.org/10.4102/rw.v6i1.71
  • Chisholm, L. (2005). The making of the South Africa’s National Curriculum Statement. Journal of Curriculum Studies, 37(2), 193–208. https://doi.org/10.1080/0022027042000236163
  • Drake, C., & Sherin, M. G. (2009). Developing curriculum vision and trust: Changes in teachers’ curriculum strategies in Mathematics. In J. T. Remillard, B. A. Herbel-Eisenmann, & G. M. Lloyd (Eds.), Teachers at work: Connecting curriculum materials and classroom instruction (pp. 321–337). Routledge.
  • Du Preez, P., & Reddy, C. (2014). Curriculum studies: Visions and imaginings. Pearson Holdings.
  • Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1–26. https://doi.org/10.17763/haer.66.1.g73266758j348t33
  • Flemming, K. A. (1998). Asking answerable questions. Evidence-Based Nursing, 1(2), 36–37. https://doi.org/10.1136/ebn.1.2.36
  • Gratch, A. (2000). Teacher voice, teacher education, teaching professionals. The High School Journal, 83(3), 43–54. www.jstor.org/stable/40364447
  • Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). Sage.
  • Hargreaves, A., & Shirley, D. (2012). The far side of educational reform. Canadian Teachers’ Federation. Article ON.17.
  • Helsby, G. (1999). Changing teachers’ work: The reform of secondary schooling. Open University Press.
  • Ingersoll, R. M. (2003). Who controls teachers’ work? Power and accountability in America’s schools. Harvard University Press.
  • Jansen, J. D. (2002). Political symbolism as policy craft: Explaining non-reform in South African education after apartheid. Journal of Education Policy, 17(2), 199–215. https://doi.org/10.1080/02680930110116534
  • Khoza, S. B. (2016). Is teaching without understanding curriculum visions and goals a high risk? South African Journal of Higher Education, 30(5), 104–119. https://doi.org/10.20853/30-5-595
  • Kvale, S. (1996). Interviews. An introduction to qualitative research interviewing. Sage.
  • Le Roux, A. (2011). The interface between identity and change: How teachers use discursive strategies to cope with educational change. Education as Change, 15(2), 131–144. https://doi.org/10.1080/16823206.2011.619142
  • Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical Studies in Education, 51(2), 129–147. https://doi.org/10.1080/17508481003731026
  • Luttenberg, J., Van Veen, K., & Imants, J. (2013). Looking for cohesion: The role of search for meaning in the interaction between teacher and reform. Research Papers in Education, 28(3), 289–308. https://doi.org/10.1080/02671522.2011.630746
  • McMillan, J., & Schumacher, S. (2001). Research in education: A conceptual introduction. Longman.
  • Metz, M. H. (1986). Different by design: The context and character of three magnet schools. Routledge, Kegan Paul.
  • Msibi, T., & Mchunu, S. (2013). The knot of curriculum and teacher professionalism in post-apartheid South Africa. Education as Change, 17(1), 19–35. https://doi.org/10.1080/16823206.2013.773924
  • Paris, C. (1993). Teacher agency and curriculum making in classrooms. Teachers College Press.
  • Patton, M. Q. (1990). Qualitative evaluation & research methods. Sage.
  • Poulton, P. (2020). Teacher agency in curriculum reform: The role of assessment in enabling and constraining primary teachers’ agency. Curriculum Perspectives, 40(1), 35–48. https://doi.org/10.1007/s41297-020-00100-w
  • Ramatlapana, K., & Makonye, J. P. (2012). From too much freedom to too much restriction: The case of teacher autonomy from National Curriculum Statement (NCS) to Curriculum and Assessment Policy Statement (CAPS). Africa Education Review, 9(1), 7–25. https://doi.org/10.1080/18146627.2012.753185
  • Richardson, V., & Placier, P. (2001). Teacher change. In V. Richardson (Ed.), Hand-book of research on teaching (pp. 905–947). American Educational Research Association.
  • Samuel, M. (2014). South African teacher voices: Recurring resistances and reconstructions for teacher education and development. Journal of Education for Teaching, 40(5), 610–621. https://doi.org/10.1080/02607476.2014.956546
  • Sandelowski, M. (1991). Telling stories: Narrative approaches in qualitative research. The Journal of Nursing Scholarship, 23(23), 161–166. https://doi.org/10.1111/j.1547-5069.1991.tb00662.x
  • Seale, C. (1999). Quality in qualitative research. Qualitative Inquiry, 5(4), 465–478. https://doi.org/10.1177/107780049900500402
  • Shalem, Y., & Hoadley, U. (2009). The dual economy of schooling and teacher morale in South Africa. International Studies in Sociology of Education, 19(2), 119–123. https://doi.org/10.1080/09620210903257224
  • Shulman, L. (1992). Toward a pedagogy of cases in Case method in teacher education. Teachers College Press.
  • Singh, A. (2015). Teacher agency within a prescribed curriculum [Unpublished doctoral dissertation]. University of KwaZulu–Natal.
  • Sloan, K. (2006). Teacher identity and agency in school worlds: Beyond the all‐good/all‐bad discourse on accountability‐explicit curriculum policies. Curriculum Inquiry, 36(2), 119–152. https://doi.org/10.1111/j.1467-873X.2006.00350.x
  • Smit, B. (2001). How primary school teachers experience education policy change in South Africa. Perspectives in Education, 19(3), 67–84. https://journals.co.za/doi/pdf/10.105
  • Smyth, J. (2001). What’s happening to teachers’ work? Lansdowne lecture. University of Victoria.
  • Taylor, W. (2013). Replacing the ‘teacher-proof’ curriculum with the ‘curriculum-proof’ teacher: Toward more effective interactions with mathematics textbooks. Journal of Curriculum Studies, 45(3), 295–321. https://doi.org/10.1080/00220272.2012.710253
  • Vandeyar, S. (2017, April). The teacher as an agent of meaningful educational change. Educational Sciences: Theory & Practice, 17(2), 373–393. https://doi.org/10.12738/estp.2017.2.0314

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.