Browsing by Author "Naketsana Molopetsane"

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    A decolonial perspective on English language teacher education
    (University of the Western Cape, 2024) Naketsana Molopetsane
    This study interrogates the English language teaching (ELT) curricula and explores the necessity for a decolonial imperative in teacher training. The study has been conceived with the aim of disrupting settled knowledges. It explores strategies by which to decolonise ELT curricula and to ascertain the relevancy of the curriculum within South African higher education institutions. In particular, there is a focus on emancipatory teaching approaches in language education. Semi-structured in-depth interviews with English language lecturers and students in the Bachelor of Education (BEd) Programme inform the analysis of this study. By using document analysis to provide vigorous case description, the data for this qualitative research is systematically triangulated. The study draws on three theoretical perspectives: critical pedagogy, critical theory and decolonial theories. This theoretical framing allows for perspectives by which to rethink the language curriculum in teacher education institutions, and it provides strategies for a transformative teaching pedagogy. The findings attest to the need in teacher training for language curricula that are guided by critical pedagogy. The findings also reveal that an alignment between the reality of the school context and teacher training is lacking. The study advocates the advancement of a decolonial approach in teacher education curricula by conscious agents of critical and radical education. Recommendations include the need for teacher training institutions which promote discussion that addresses language curriculum practice. Such dialogue would best be underpinned by critical pedagogy and education. In promoting the acknowledgement, development and exposure of all knowledges critically, students may learn to balance the western and African voice in knowledge construction. Thus, reflective practice should form part of teacher training as this will encourage students to engage with their formative pedagogical knowledge and experience