Mathematics Teachers Identify Challenges Associated With Being an Effective Teacher in Post-Apartheid South Africa

• In Event: Culture and Context Worldwide

Abstract

Prior to its independence in 1994, a system of racial and ethnic apartheid existed in South Africa that segregated the Black population from having economic, social, educational, and political opportunities afforded the White population. Using a critical race theoretical lens, we examine how South African secondary mathematics teachers characterised challenges they identified as barriers to becoming a good mathematics instructor of Black students in post-Apartheid South Africa. Teachers identified challenges associated with students’ attendance and engaged in student blaming. Implications from this study include prioritising quality professional development that would support teachers to examine the detrimental effects of student blaming.

Authors

• Richard Kitchen, University of Wyoming

• Brantina Chirinda, Cape Peninsula University of Technology

• Libni Berenice Castellon, University of Wyoming

• Karla Valesca Matute, University of Wyoming