This qualitative case study set out to explore how teacher voice was manifested in their practices in curriculum change contexts, utilising the meta-theoretical paradigm of social constructivism and the theoretical framework of social cognitive theory. Data capture comprised a mix of semi-structured interviews and classroom observations conducted over a period of 1 year. Data were analysed using the content analysis method. The findings reveal that perceptions of structural suppression influenced teachers' sense of agency, which led to a unique construction of teacher voice. The range and scope of teacher agency was underpinned by subservience to the "legislated policy" and predetermined teacher voice, which influenced teachers' cognitive processes of their capacity to satisfy both internal and external requirements. The central position in this article, however, holds that some teachers can find space to explore possibilities within limitations, which enable and circumscribe subaltern subjectivity and agency, to develop a balanced teacher voice.

Utilising a qualitative case study, we set out to investigate how learners at Hope Saturday School evoked the principles of ubuntu/humanity as they collaborated during project-based learning. The article is part of a broader study in which a mix of semi-structured interviews, focus group interviews, observations, document analysis and field notes were used to capture data. The learner participants were Black, and almost all of them resided in informal settlements, townships, and farming communities. Data were analysed using content analysis. The philosophy of ubuntu was used to underpin this study. The finding of this study shows that values like interdependence, sharing, caring, teamwork, solidarity, unity and helping one another were evoked as learners collaborated in project-based learning. The article concludes that a supportive environment that aids the development of ubuntu values can improve learning experiences of underperforming learners.

An earlier paper focused on how born-free learners constitute, negotiate and represent their identities after almost two and half decades of democracy in South Africa. Utilising the theoretical framework of subjective realities of educational change, in this article I set out to explore what implications teachers' beliefs hold for born-free learners, and how teachers' beliefs can be changed or adapted to initiate appropriate educational change. The focus of this article is on the beliefs of teachers and how the change thereof can contribute to educational change, based on how learners perceive their identities. The epistemological lens of social constructivism and the research strategy of narrative inquiry was used. Fifty-eight born-free learners across 6 research sites participated in this study. Semi-structured interviews and field notes comprised the data capture, which were analysed using the qualitative content analysis method. Findings reveal that shifting and diverse self-identifications of born-free learners hold fundamental and crucial implications that reside at the heart of educational change, namely a change in teachers' beliefs and in teachers' practice.

Resumo Este estudo de caso qualitativo como os estudantes “nascidos livres” negociam e representam suas identidades na África do Sul vinte anos após a democracia. O paradigma metateórico do construtivismo social e a metodologia da pesquisa narrativa foram utilizados. Os dados foram obtidos a partir de um conjunto de entrevistas semi-estruturadas e de notas de campo. A análise indutiva temática foi usada para a interpretação dos dados. Os resultados revelam que a diversidade demográfica dos alunos “nascidos livres” parece apontar para visões contraditórias sobre a identidade. Estudantes “nascidos livres” não possuíam visões específicas sobre a identidade de sua geração. A identidade racial ainda aparece como central. Alguns estudantes “nascidos livres” expressaram otimismos com a liberdade que suas identidades lhes provêm, enquanto outros ainda se sentiram constrangidos pela herança persistente do apartheird, transmitida pelo conhecimento “ de sangue”. Embora os estudantes “nascidos livres” não tenham vivenciado o apartheid, os aspectos físicos persistentes – como, por exemplo, as fronteiras geográficas – servem, para eles, como lembranças vivas de sua presença. Além de conscientes da dinâmica social e política do país, estes estudantes também começam a problematizar identidades que lhes são externamente impostas.

Abstract This qualitative case study sets out to explore how “born-free” students constitute, negotiate and represent their identities in South African schools twenty years after the advent of democracy. The meta-theoretical paradigm of social constructivism and the methodology of narrative inquiry was used. Data comprised a mix of semi-structured interviews and field notes. Inductive thematic analysis was used to analyse the data. Findings reveal that the demographic diversity of “born-free” students seemed to extend towards many competing views of identity. “Born-free” students did not possess distinctive views about their generations” identity. Racial identity still seemed to play a pivotal role. Some “born free” students expressed optimism with the freedom their identity provided, while others felt constrained by the enduring historical legacy of apartheid, transmitted through knowledge in the blood. Although “born-free” students themselves did not live through apartheid, the physical legacies of apartheid –such as its geographical contours – served as a daily reminder of its presence. “Born-free” students are not only well aware of the social and political dynamics of the country, but are also beginning to question externally imposed identities.

Resumen Este estudio de caso cualitativo investiga cómo estudiantes “nacidos libres“ negocian y representan sus identidades en Sudáfrica veinte años después de la llegada de la democracia. Se utilizó el paradigma metateórico del constructivismo social y la metodología de la investigación narrativa. Los datos se obtuvieron de un conjunto de entrevistas semiestructuradas y notas de campo. El análisis inductivo temático se utilizó para interpretar los datos. Los resultados demuestran que la diversidad demográfica de los estudiantes “nacidos libres” parece apuntar a visiones contradictorias sobre la identidad. Los estudiantes “nacidos libres” no poseen visiones específicas sobre la identidad de su generación. La identidad racial sigue apareciendo como central. Algunos estudiantes “nacidos libres“ expresaron optimismo con la libertad que sus identidades les proporcionaban, mientras que otros seguían avergonzados por la persistente herencia del Apartheird, transmitido por el conocimiento “de la sangre”. Aunque los estudiantes “nacidos libres” no experimentaron el apartheid, los aspectos físicos persistentes – como los límites geográficos – sirven, para ellos, como recuerdos vivos de su presencia. Además de ser conscientes de la dinámica social y política del país, estos estudiantes también comienzan a problematizar las identidades que se les imponen externamente.

This paper sets out to advance the concept of an 'epistemology of compassion' first proposed by Vandeyar (2013; 2016). Utilising a single embedded case study and the theoretical mooring of post-conflict pedagogy this paper attempts to And links between Jansen's perceptions of a post-conflict pedagogy and Freirean pedagogy and to argue a case for a 'pedagogy of compassion' as a possible approach to addressing and transforming education in post-apartheid South Africa. Data capture comprised a mix of semi-structured interviews, observations and field notes. Data was analysed by means of the content analysis method. Findings were threefold. First, the implementation of a 'pedagogy of compassion' enabled the teacher to dismantle polarised thinking and to shatter the polite silence of postapartheid South African society. Second, teachers not only need to be able to raise the critical consciousness of learners but they need to adopt an 'epistemology of compassion' in order to enable learners to become active critical citizens, imbued with a sense of common humanity and compassion. And third, becoming an agent of transformative change may challenge the very premise of teachers' identities and practices, but by empowering the learner to exert influence on her world, the teacher is in turn also changed and empowered.

The purpose of this study was to explore difficulties and challenges that confront African immigrant teachers as they attempt to reconstruct their professional identities in South African schools. The study was qualitative in nature and utilized narrative inquiry and the case study approach. Data-gathering techniques included a mix of semi-structured interviews, observations, focus group interviews, field notes and researcher journals. Data were analysed using grounded theory and content analysis methods. Findings of the study revealed that immigration status, employment status, attitudes of indigenous learners and holding on to former culture or way of knowing due to lack of induction or mentoring, were impediments to the successful reconstruction of African immigrant teachers' professional identities in South African schools.

Recognizing that teacher commitments are consequential for classroom practice, this study sets out to determine the extent to which the ethos of South African schools has been transformed towards integration in the truest sense. Findings emanating from this research indicate that teachers do not enter their classrooms as 'blank slates' with respect to diversity questions; teachers respond differently to the challenge of school integration; and a few teachers went against the grain and responded to school integration in a way that holds immense promise for the South African schooling system.