WHAT I HAVE LEARNT ABOUT THE CONTEXT I WORK IN

Besides learning about the curriculum contextualization process, I have also learned more about the area that I teach in. As shown in the contextual profile, the area is characterized by numerous issues which range from population growth caused by people moving from deep rural areas and neighbouring farms searching for jobs. Most industrial areas have since moved and through lack of accommodation, informal settlements have developed. There is a high unemployment rate which resulted in poverty and other issues including drug and domestic abuse, infectious diseases and teenage pregnancy. Though the municipality has engaged in many projects, it seems to concentrate on rural areas and areas that are semi-urban are neglected, and there is a gap between rural and semi-urban areas under the same municipality.

Developing an environmental project through SANBI such as the Greening the Nation Programme, can address some of the problems in the area, as it has

employed people (Job creation) and has helped learners and other people in the community to cultivate and grow fresh vegetables. This is helping to supply nutritious food to communities for cheaper prices, and with developing soup kitchens for learners, while raising funds for the school. This study has also shown that it is important to include a learning focus in this work, so that learners can learn more about their communities’ knowledge and practices, and the status of gardening in the community.

I also found out that parents are reluctant to attend meetings and associate themselves with school activities. It was said that this was the result of the past curriculum that was not inclusive of parents and other stakeholders. The school and community relationships are not that inclusive for the whole school development.

However, since I managed to consult with parents through this research which I undertook with other teachers in the school, and through the research based activities in the communities, things have changed and there are signs that parents, community members and other stakeholders feel that they are part of the school family.

5. RECOMMENDATIONS

For SANBI:

From these studies I would recommend that SANBI provide further materials to support teachers to conduct curriculum contextualization work such as the work conducted in this study.

SANBI could also draw on and build partnerships with the stakeholders in the community to help ensure that the greening activities can be sustained.

For Teachers:

From this study I would recommend that teachers continue to draw on parents as resources for learning in school gardens, and that they involve parents in the planning of the activities to ensure that the activities run smoothly.

I would also recommend that teachers take socio-cultural factors in the community into account when doing curriculum planning. Teachers when

selecting projects need to look at things that could benefit the community, because of factors like poverty and hunger that may impact in the school activities. At the same time, teachers should look at what the learners can learn from the projects.

I would also recommend that teachers in my school continue to work together with other stakeholders who can contribute to the curriculum outcomes, and to whole school development.

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