South Africa’s education legislative framework was developed to promote equal access for all learners (SASA, 1996). The educator is an essential part of the implementation of policy objectives through their various roles involving the curriculum, administration, and social interaction with all members of the schooling community (Maluleke, 2015). Since conservative religious and traditional societal norms are a prominent part of many South Africans’ identities including educators; they influence educator practice in schools (Bhana, 2013). Some educators express feelings of conflict with some of the inclusive, pro-human rights, content in the Curriculum (CAPS Social Studies and Life Skills and Life Orientation: Comprehensive Sexuality Education, Religious Studies etc.) subjects (Appalsamy, 2015). Educators’ religious, traditional and moral beliefs are often ignored as essential parts of their identities that often inform their professional practice (Palmer, 1997; Appalsamy, 2015). This paper reports on the collective review of South African literature to identify, the various policy conflicts that educators experience in executing their duties within SA schools (Gentles, Charles & Nicholas, 2016). Using Critical Discourse Analysis (CDA) the paper identifies dominant discourses of conflict from the often-ignored feedback that educators give during training and other engagements, with devastating consequences (Fairclough, 1995; van Dijk, 2006; Magashoa, 2014). The paper identifies dominant discourses of power, silences and omissions; and makes recommendations for educator training programs.

Authors:
Glodean Thani, University of the Witwatersrand, South Africa

About the Presenter(s)
Dr Glodean Thani is a University Professor/Principal Lecturer at University of the Witwatersrand in South Africa

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