In South Africa the National Curriculum Statement for Grades 10 – 12 (General): Mathematics (DoE, 2003) together with the Norms and Standards for Educators (DoE, 2000a) are key policy documents that provide the official basis for mathematics education reform and for the construction of new pedagogic identities. In this paper I use a framework based on the work of Bernstein (1996, 2000) to theorise the construction of pedagogic identities. I use this to build on Graven’s (2002) description of the new official pedagogic identity of the South African mathematics teacher, and on Adler et al. (2002) and others to raise questions related to teacher knowledge and the challenges of developing specialist mathematics teacher identities through initial teacher education programmes.
This paper explores culture, worldviews, communication styles, and conflict among stakeholders in forest and natural resource management. It addresses the fact that forest managers and stakeholders often speak about forest resources very differently, and it makes suggestions for improving communication among them. It also reviews the history of the development of worldviews regarding the environment. The paper draws from studies of environmental perception, conflict, and communications. A central argument is that culture, values, and communication styles are strongly linked with conflict, and that improved understanding of other cultures-and one's own culture, values, and communication styles-can reduce the negative consequences of conflict and lead to better resource management decisions. We believe that the success of conflict prevention and resolution depends on the ability of all parties-forest managers and stakeholders-to understand and respect all worldviews.
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