The contexts of the experiences of teachers in South Africa, particularly in
communities with low income levels, seem to invite meanings of hopelessness.
These meanings appear to be supported by dominant discourses that could
determine and limit the practices or actions of these teachers. Within these contexts,
however, there are teachers whose actions, reflections or motivations suggest the
possibility of alternative or preferred meanings that may be marginalised or silenced
by dominant discourses of hopelessness. The theoretical framework that provided
the foundation for this study was social constructionism, which argues that meaning
is constructed through social interaction and that there is no underlying or objective
reality that can be revealed through observation or experience. An understanding of
this social construction of meaning allows for the construction of alternative or
preferred meanings by individuals or groups in contexts where dominant discourses
do not serve their best interests. The aim of the research was therefore to explore
and describe the meanings that the participants make of their experiences as
teachers in a primary school in Cape Town in a community where low income levels
are prevalent. The study further aimed to describe how these teachers experience
contextual factors and how these factors contribute to their meaning-making.
Furthermore, the purpose of the study was to explore local knowledge in the form of
actions, motivations and reflections of the teachers that suggest possibilities for
alternative or preferred meanings.
In keeping with the social constructionist nature of the study, a qualitative,
interpretivist research approach was used. Participants were selected through
purposive sampling and focus group discussions were used to generate data. Digital
audio recordings were made of the group sessions, which were then transcribed and
analysed using the constant comparative method.