This study was conducted from the perspective of the Critical Social Scientific theory. Critical educational research sometimes has the quality of being prescriptive and normative and has the intention of transforming society and individuals in a democratic manner (Henning et al., 2004: 23). Its purpose is not only to describe a society and its behaviour, but also to create a society that is based on equality and democracy of all its members, by breaking down the institutional constructions that causes unjust ideologies and social disparities. (Cohen et al., 2011: 31; Henning et al., 2004: 23). The aim of Critical Social Science is to encourage people to internalise critical self-reflection, as it seeks to clarify “through argument its supposition, limits, and possibilities” (Sabia & Wallulis, 1983: 26).
78 In modern society both the positive and negative aspects of power are embraced by critical scientists. Whilst it criticises unequal power relationships, it also aims to correct the balance of power so that it is equal (Henning et al., 2004: 23).
This study has a descriptive nature and concerns itself with the information obtained through interviews, literature review and a survey questionnaire.
The concept of realism (Travers 2001: 115) – more specifically transcendental realism - is embedded in this research as a means to study phenomena and to use the data gathered to obtain a scientific understanding of the society and history of the population - the music teachers - and to suggest transformative measures to improve the working and academic lives of the music teacher society and teacher training.
The realist approach allows different perspectives of different social actors to add meaningful layers of knowledge, without contradicting each other. The different layers of analysis appropriate for this study are firstly, a subjective understanding of the social world of music teachers; secondly, an interpretative understanding of the social world as provided by the researcher; and lastly, a positivist understanding in which theoretical propositions are made according to the rules of formal logic (Miles & Huberman, 1994: 4). One of the benefits of using the realist approach, is that it has a high level of plausibility because of the influence of objective social structures upon subjective characters (Silverman, 1993: 345).
Other important factors that were considered by the researcher regarding the choice of theoretical paradigm were that, due to the researcher’s involvement in the same work life as that of the participants, she could identify with the following:
o The use of gathered data/knowledge to change social relationships and to teach people about their own experiences;
o The use of the gathered data/knowledge to help the social actors to understand their historical role and to help them to improve their working conditions (Neuman, 2006: 99).
Critical theory had a far-reaching impact on curriculum research. However, when compiling a curriculum for teacher training courses, only certain knowledge can be included and selections of what is deemed as “worthwhile knowledge”, is made.
79 This reveals the ideologies of the people with power in decision-making in society, through the curriculum and therefore, curricula are ideological selections from a range of possible knowledge. This knowledge is therefore neither neutral nor innocent. Cohen et al (2011: 36) asked:
“…not only what knowledge is important but whose knowledge is important in curricula, what and whose interests such knowledge serve (or do not serve) differing interests.”
It is with this knowledge that the researcher supports the critical theoretical paradigm as a vehicle for student teacher and societal empowerment. Furthermore, the argument that teacher educators must work with, and on, the lived experiences that students (or teachers) bring to the pedagogical world rather than imposing a domineering curriculum on them, is a principle pillar on which this research is based (Cohen et al., 2011: 37). The aim is to find solutions to practical problems. These solutions are usually generated in the research centres of administrative offices and can be transferred into the daily deeds of teachers through publications, training and administrative directives and the like (Henning et al., 2004: 24).
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Figure 1: Conceptual Framework for this study
(visual conceptualisation of the critical paradigm
followed)
Teaching and implementation of the CAPS is not supported by the educational policies and training at tertiary institutions.
This study challenges existing power structures regarding policies that are currently in place.
The CAPS
documents from the National Department of Education and the frequent changes that are
implemented.
Understanding how power relations within the education of South Africa work.
Policies in place regulates the design and administration of teacher training courses at higher education institutions. Creating problems regarding the understanding of pedagogy, the attitude towards the profession and challenges subject knowledge of teachers.
Prohibitive policies barring students from obtaining content knowledge and
pedagogical knowledge in order to obtain better quality qualifications.
Teachers abdicate power and fall back to old syllabi and teaching
methods. Aim: Empower teachers to
teach the curriculum better Negative view on
qualifications and the profession.
Unskilled teachers
Teachers need to take control of their own teaching skills
Complaints – need guidance.
Heavy reliance on subject advisors and skills development workshops.
Reaction: do something about it. Negotiate
position for self in the society of teachers.
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