Nana Adu-Pipim Boaduo FRC and Daphne Gumbi
This study is a report on observed classroom methods, approaches and strategies employed by Development Studies teachers and students in selected senior secondary schools in the Kingdom of Lesotho to keep each other in an information-giving position. It is contrary to the existing view that teacher dominance is a negotiated product, which results from teachers and students exercising power on each other in the classroom. Such a view of classroom practice is only possible where power is conceptualized not as a negative force that dominates, but as a productive enabling force that simultaneously constrains and enables human action. In theory various perspectives of classroom reality becomes a co-construction, a joint project by teacher and students. This study surveyed Development Studies teachers and students in randomly selected schools. Participatory and action research methods (triangulation) were used in the study which directly involved the respondents. The literature reviewed, questionnaires administered and the interviews conducted enabled us to produce this report. The conclusion that could be drawn is that if classroom practice is viewed as a dialectical co-construction then students’ passivity must be recognized as their exercising of power on the teacher.
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