Multi-grade teaching: a case study of a multi-grade primary school in a rural context in KwaZulu-Natal.

Abstract

Although a prominent feature of schooling in South Africa, multi-grade education has become an unwanted step-child of basic education. This is despite the constitutional promise, government’s commitment and international conventions that guarantee everyone uninhibited access to and enjoyment of the right to a basic education. For children in multigrade classes, the experience of inequality and marginalisation has become an inevitable and uncompromising reality of life. Often, teachers in these contexts receive sub-standard support, resulting in a toxic concoction of social disadvantage. This study sought to understand experiences of teachers teaching multi-grade classes in a rural primary school. The study further sought to investigate the pedagogical practices teachers used in their classrooms as well as the manner in which these pedagogical choices enabled or constrained learning. This study adopted a qualitative approach. A case study method was used to explore and study experiences of five teachers who were teaching multi-grade classes. In-depth semi-structured interviews and lesson observations were used to collect data. Semi-structured interviews were used to understand teachers’ experiences of teaching multi-grade classes. Lesson observations sought to understand the pedagogic strategies teachers used. Locating the study within the critical paradigm provided a platform for participants to share experiences and reflect on their practices. Bourdieu’s Theory of Practice was used to understand teachers’ experiences. The forms of capital teachers possessed were understood using Bourdieu’s theory of practice. In understanding the pedagogic practices teachers used, Bernstein’s theory was used. Findings revealed that teachers experienced challenges, with few positive experiences. Lack of support and inappropriate resources presented as challenges for teachers. However, despite the challenges experienced, teachers used their agency to create learning opportunities for learners. Teachers often did this without support from the Department of Education, universities or parents. However, positive experiences of multi-grade education were also reported, suggesting that multi-grade education is not absolutely inferior; it has positive aspects. Finally, the strategies teachers used, suggest that even though they were working in a difficult context, their learners were exposed to somewhat quality learning opportunities. Thus, teachers made the most of their situations to ensure access to quality education for their learners.