Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis

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dc.contributor.advisorJacklin, Heatheren_ZA
dc.contributor.authorOmar, Yunusen_ZA
dc.date.accessioned2014-09-10T12:35:01Z
dc.date.available2014-09-10T12:35:01Z
dc.date.issued2002en_ZA
dc.descriptionIncludes bibliography.en_ZA
dc.description.abstractThis study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised.en_ZA
dc.identifier.apacitationOmar, Y. (2002). <i>Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/7410en_ZA
dc.identifier.chicagocitationOmar, Yunus. <i>"Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2002. http://hdl.handle.net/11427/7410en_ZA
dc.identifier.citationOmar, Y. 2002. Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Omar, Yunus AB - This study seeks to identify discourses of professionalism and the production of Teachers' professional identity in the South African Council for Educators (SACE) Act of 2000. These identifies are located in the context of their social impact on, and in the actualisalion of the political roles of teachers in post-apartheid South Africa. Central to the study is the conceptualisation that discourses coiistruct identities. The research methodology is derived from Ian Parker's approach to discourse analysis, which is premised to an extent on post-structruralist thought. The author summarises Parker's 'steps' to effect a discourse analysis, and constructs a set of five analytic tools with which no analyse the SACE Act of2000. The study's main finding is that two discursive frames constitute the roles of the post-apartheid teacher in South Africa. The first is a bureaucratic discourse of marketisation that defines a role for teachers in preparing students for participation in a global market economy. A second discourse which is identified in the study is a democratic professional discourse, which delineates a critical, independent professional role for teachers. The study suggests that the two teacher identities are in tension. The two identities are complex and are simultaneously constructed and actualised. DA - 2002 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2002 T1 - Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis TI - Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis UR - http://hdl.handle.net/11427/7410 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/7410
dc.identifier.vancouvercitationOmar Y. Discourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysis. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2002 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/7410en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherEducational Administration, Planning and Social Policyen_ZA
dc.titleDiscourses of professionalism and the production of teachers' professional identity in the South African Council for Educators (SACE) Act of 2000 : a discourse analysisen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMPhilen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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