UNTYING THE KNOTS OF DUAL PEDAGOGICAL INTERFACING OF TEACHERS’ EXERTION IN A FULL SERVICE SCHOOL

Abstract

South Africa has emerged united after years of oppression into a nation where transformation in education moved at lightning speed to level the playing fields to amalgamate 19 education departments into a unitary education department. The agonizing, difficult and controversial history of education pre 1994 has transferred incongruences and complexities that certainly affects management and control of government schools posing acute difficulties to suit all role-players in terms of crafting a picture-perfect model. Studies of the workplace of teachers, classroom spaces, teacher shortage, teacher absenteeism or professional development, have been given tremendous mileage and investigation but the dynamics or forces of work at a Full Service School (FSS)[1] that has a specified or a bounded entity has not been explored. This new unexplored terrain of creating a balancing act between teachers working in mainstream schools and Full Service Schools (FFS) is absent. In this interpretative ethnographic topological approach the portrayal of untying the taut knots which is a derivative from Wittgenstein’s view is depicted and unraveled in the capacities of teachers work, at Lighthouse Full Service School (LFSS)[2]. The depiction of their multidimensional exertion is presented to highlight the encumbrances that teachers at FSS experience. This software of how teachers’ work can be reconfigured at any Full Service School creates opportunities for further research in teaching and learning.