The raising of the flag in ‘Volkstaat’ Orania: Perspectives on a school ceremony

Hues, Henning; Morgan, Katalin

doi:10.1080/16823206.2010.487367

Cited by 6 publications

(7 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This view aligns well with the notion of "routinised practice" (Hues & Morgan, 2010, referring to Goffman 1981& Turner 2009), which can hardly be observed without long term ethnographic observation. Very little research has been conducted to examine teachers' views and experiences (for exceptions, see Powney & Schlapp 1996;Stephenson, Ling, Burman & Cooper, 1998).…”

Section: Values Education As Practical Wisdomsupporting

confidence: 58%

See 1 more Smart Citation

South African teachers’ initiation into Values Education: Following the script

Dasoo

Henning

2012

Education as Change

View full text Add to dashboard Cite

This article reports on a study of teachers' first encounter with an in-service development programme on Values Education. The authors describe how a two year professional development programme in Values and Human Rights education was designed and implemented with 144 teachers. The research conducted on these two aspects of the programme yielded findings that show how the teachers in two South Africa provinces (Mpumalanga and the Northern Cape) fashioned their practice to reflect their commitment to the programme and its curriculum. One finding was that they highlighted values for civic life more than values related to their profession. Interpreted from sociocultural theory, and specifically the notion of "internalization," the authors argue that the teachers performed for the benefits of the programme and its assessment, more than for critically inquiring into the role of values in their pedagogy.

show abstract

Section: Values Education As Practical Wisdomsupporting

confidence: 58%

“…The need for moral regeneration all over the world requires investment from schools as well (Lovat et al (eds. ) (Goffman, 1981, in Hues andMorgan, 2010). Routinised practice implies everyday practice without having to reflect and ponder on an object of practice.…”

Section: Values Education As Practical Wisdommentioning

confidence: 97%

South African teachers’ initiation into Values Education: Following the script

Dasoo

Henning

2012

Education as Change

View full text Add to dashboard Cite

show abstract

“…It is not only thinking and reflection that changes practice, but practice itself in its routinised, nonreflective mode can change or inhibit itself. In much of the work of the two authors we have referred to, the emphasis is on form and routine that survive despite efforts to change and to transform (Hues and Morgan 2010). We agree with Seligmann and Gravett (2010) that habits and fixed forms of practice are powerful social tools and that if they can be amended, prior to new ideas being implemented, they may stand a better chance of being implemented.…”

Section: Introductionmentioning

confidence: 65%

“…I explore the manifestation of these moments as they appear in routinised practice (Goffman 1981;Hues and Morgan 2010). According to Goffman, the daily routines of life become embedded and also embodied in our practice.…”

Section: Introductionmentioning

confidence: 98%

A teacher educator's practicebecominga living theory

Pienaar

Lombard

2010

Education as Change

View full text Add to dashboard Cite

This article presents an author's struggle to develop a 'living' theory of values in teacher education. The article argues that these values will manifest especially those situations where there are contradictions and tensions in the ever-changing context of pre-service teacher education. These contradictions are sometimes between discourses of values and the reality of everyday talk and interaction of everyday practice. This paper is an account of one teacher educator's reflective action enquiry in which he attempted to find ways of developing morally reflective communities of practice in which all participants may offer an account of their dynamic (and tension-rich) learning and how values of education feature in this learning. In philosophising about his curricular and instructional practice he gradually composed what he would like to term 'the becoming' (in a DeLeuzian sense) of 'a living theory'. The theoretical lens used to frame the developing living theory is a combination of 'routinised practice' as propounded by Erving Goffman (1981) and the set of theories about the 'logic of practice' as argued by Reckwitz (2002).

show abstract

“…Noddings ' (1984) work in this field is well known in education communities. Service learning (Petersen 2007), which is one aspect of it, is regarded as vital in community psychology circles (APA 2010), but more than anything a sense of community, as expressed by Turner (1982) and articulated recently by Hues and Morgan (2010) in this journal, is probably closer to what the school community psychology project is about. The sense of 'spiritual' togetherness in the face of great social challenges could be one of the strongest assets of local school communities -they live with HIV/AIDS, their suffering is mutual and their social action can be led by teachers such as those who are presented in this study.…”

Section: S108mentioning

confidence: 99%