NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ789537
Record Type: Journal
Publication Date: 2008-Mar
Pages: 4
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0258-2236
A Veteran Female Teacher Losing Professional Footing in a "New" South African School
Nduna, Bruce
Perspectives in Education, v26 n1 p97-100 Mar 2008
This article uses a hybrid of ethnography and discourse analysis combined with an aspect of contemporary narrative inquiry to make sense of a veteran teacher's story. Interview and free discussion data were collated to capture the turning points in the teacher's history. These turning points are discussed, using the analytical categories of "footing", "positioning" and "voice". In this framing, her history is captured as that of a veteran who loses her footing and who longs for a past in which she was a "starred teacher" whose practice was applauded. The analytical device used presents not only glimpses of her history, but also of her positioning and what has become for her a volatile educational environment in which her identity is in flux.
Perspectives in Education. Faculty of Education, University of Pretoria, Pretoria 0002, South Africa. Tel: +27-12-420-4732; Fax: +27-12-420-3003; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa