Dynamics of implementing mainstream english curriculum at a school for the deaf in Eswatini.
| dc.contributor.advisor | Shoba, Makhosazana Edith. | |
| dc.contributor.author | Khumalo , Sabelo Mlungisi. | |
| dc.date.accessioned | 2024-01-07T17:17:35Z | |
| dc.date.available | 2024-01-07T17:17:35Z | |
| dc.date.created | 2023 | |
| dc.date.issued | 2023 | |
| dc.description | Doctoral Degree. University of KwaZulu-Natal, Durban. | |
| dc.description.abstract | It is essential to explore the dynamics of implementing the mainstream English curriculum at a school for the deaf. This assists teachers to reflect and critique their practices and experiences with the aim of improving their classroom actions. It also helps to raise awareness of the natural identity of both teachers and learners at the school, with the hope of meeting individual needs and ultimately, the teaching and learning goals. This qualitative study employed the pragmatic paradigm and action research design. Seven teachers purposively sampled participated in the study six teachers of English and the school principal. The study was guided by three research questions: 1) What are the dynamics of implementing the mainstream English curriculum at the school for the deaf in Eswatini? (descriptive); 2) How do the dynamics of the mainstream English curriculum influence its implementation in the school for the deaf? (Operational); and 3) why are the dynamics of implementing the mainstream English curriculum at the school for the deaf the way they are? (philosophical). Five data-generation instruments were used namely: documents review, reflective activity, video observation, semi-structured interviews and focus group discussions. The Natural Identity Framework guided this study leading to the generation of three categories: the top-down, bottom-up, and individual dynamics. Findings revealed that there is tension between the top-down (professional) and bottom-up (societal/school) dynamics, which affects curriculum implementation at the school. This begged for the recognition of individual dynamics which seek to understand the personal “who” questions. Such dynamics are neutral; and they harmonise the tension of the two giants by combining their strengths. The individual dynamics are realised after reflecting and critiquing current practices and experiences. Such help to meet individual needs and to improve practice. Consequently, the study recommends that teachers should always reflect and critique their practices in order to identify what works in their respective school contexts. As a contribution to the body of knowledge, this study proposes the innate dynamics implementation model which recognises the natural and inborn identity of both teachers and learners as the key driver of a successful curriculum implementation. | |
| dc.identifier.doi | https://doi.org/10.29086/10413/22587 | |
| dc.identifier.uri | https://hdl.handle.net/10413/22587 | |
| dc.language.iso | en | |
| dc.subject.other | Dynamics implementation model. | |
| dc.subject.other | English curriculum implementation. | |
| dc.subject.other | School for the deaf. | |
| dc.subject.other | Mainstream english curriculum. | |
| dc.title | Dynamics of implementing mainstream english curriculum at a school for the deaf in Eswatini. | |
| dc.type | Thesis |