Using literary texts to teach for social justice in a primary school language classroom.
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Date
2022
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Abstract
The purpose of this study was to understand how teachers use literary texts in primary
school language classrooms to teach for social justice. It worked with teachers from
two primary schools in the Zululand district - one school is an independent school, and
the other a government school. Teachers who participated were English-language
teachers in the intermediate and senior phases. This study made use of a qualitative
approach and data was generated through document reviews, questionnaires, and
semi-structured interviews. There were many socio-economic challenges identified by
the teachers, many of which affect teaching and learning. Data generated from this
research does not necessarily implicate these socio-economic challenges, nor the
curriculum. Rather, it shines a spotlight on the challenge of teaching for social justice
especially in Home Language English classrooms to non-native speakers of English.
This is exacerbated by a seeming lack of interest in reading by learners, which makes
the teaching of literary texts, never mind the engagement with social justice issues, a
mammoth task. While teachers in this study have not been explicit in their teaching for
social justice, they still regarded it as fundamental in examining the historical and
present systems of privilege and domination, since they have direct implications not
only on the locations of their schools, but the socio-economic challenges of the
communities in which they work. Foremost in addressing the challenges that hinder
foregrounding social justice in language classrooms is providing teachers with the
resources necessary to teach literary texts. These would include, but not be limited to,
a library, free access to books, and time for reading in the classroom. The study
recommends more teachers be offered workshops on how to engage learners’ critical
thinking when studying literary texts. Furthermore, this study advocates for a
collaborative project for stakeholders, especially language teachers, to communicate
and interact in advancing an emancipatory education that makes teaching for social
justice a practical reality. It is hoped that research of this kind can help teachers and
educational scholars move from a theorised understanding of social justice in
education to a more practical application of it in primary school language classrooms.
Description
Masters Degree. University of KwaZulu-Natal, Durban.