Teacher Lecturer
(Academia)
Senior Management Position (Government or NGO)
Dean and Academic Scholar
148
The career paths of the participants (curriculum decision-makers) generally reflected similar trajectories, accumulating a wealth of knowledge and experience (Diagram 5.1). Decision- makers initiated their careers as teachers. They then moved on to lecturing in academia; and later, progressed into more senior administrative and managerial positions in government or non- government organizations, or Deanship and academic scholarship, leading up to their position as a national curriculum decision-maker. Interestingly, many of the participants pointed to having entered the teaching profession and field of education by default (Dalglish), or due to circumstances of chance beyond their control (Mantini). Serendipity is represented by decision- makers as not being something one sets out to do early in life (Dalglish); with the spheres of influence growing as public responsibility increases.
On reflecting on the participants’ stories, it was interesting to see how they structured and composed these life histories. Through deep critical consciousness, the participants depicted their lives according to the positions they have occupied and how each role dovetailed into the next (Matteo). Matteo submitted how the kind of school teacher he became is the kind of manager he became, and the kind of researcher he became”; and ultimately, the kind of policy-maker he had become.
In essence, despite their diversities, decision-makers displayed a number of commonalities, revealing collective disciplinary experiences amongst decision-makers. The integration of their expertise and interests from the various disciplines, such as, the sciences and humanities (history, philosophy, psychology) and ethics that extends into their curriculum work. Noticeable is that all of the decision-makers in this study were male, besides one female willing to participate. Efforts to include members from one of the leading teacher unions were unsuccessful. Symbolic of race, there was no ‘Black’ representation with majority of the decision-makers being representative of the ‘White’, ‘Indian’ and ‘Coloured’ population groups in South Africa. Given South Africa’s history and the political and social climate, this indicates a limitation to the study. Significant to developing the curriculum, decision-makers displayed vibrant leadership qualities and skills that included leadership, management, and organizational skills; being agents of change; diligence; deep intellectualism, forward and creative thinking; innovative skills; communicative and people-oriented skills.
149 5.10 Reflection on decision-makers’ identities
The ‘identity’ and positioning of the decision-maker was represented as a subjective, public, social, historical, and a generational idea that is changeable and vulnerable to transformation, displaying how change can be continuous within the personal space (Weber, 2008). Hence, the positionality of the curriculum decision-makers in this study is best described as being influenced by philosophies, historical life experiences, generationally rooted ideas, and commitment to social engagements. From the outset, the diverse experiences, backgrounds and subjective responses reflected in the data suggests a unique mixture of individuals’ voices representing a community of professional curriculum decision-makers. Although, mainly male, all the participants had a minimum qualification of a Master’s Degree. All participants were aged between 47-64, and came from different cultural backgrounds, and educational backgrounds that extended internationally. They collectively exemplified vast knowledge and experience in the field of education and teacher education that reflects a deep maturity and rational thought in their intellectual capacity as decision-makers.
Decision-makers reminisced fondly about their upbringing and backgrounds and how this has contributed to the kind of decision-maker they have become. From the generational idea to education being in the blood (Matteo); to growing up on a diet of teacher union politics within the home (Matteo); and realizing that their experiences and education extended far beyond formal schooling that includes the home, community, church, and family (Matteo).
Invaluable philosophies (faiths, values and cultures), life experiences (educational background and upbringing), inspiring and thoughtful people, and an innermost willingness to deal with the situations in which people find themselves in, all of this shapes the way in which people “think, feel and create” (Berman, 2009, p.27). Further, the subjectivities shaped by dialogues and discussions is empowering and all-inclusive; and brings to the fore that, the decision-maker is not a “monolithic subject” but the “locus of multiple intersecting subjectivities” (Lansink, 2004, p.124,140).
For these reasons detached fragments of past learnings, anticipations, and predicaments help mould individuals (decision-makers) during all phases of their lives, as they search for life’s meaning and being appreciative for renewed insights along the journey (Berman, 2009). A deep
150
understanding of decision-makers identities and experiences demonstrate how and why they construct and evaluate the curricular the way they do (Makgoba & Seepe).
The participants had all thought deeply about what they considered accomplishments in their lives. They valued their moral values and beliefs in the philosophies of life, their integrity, reputation and image. They valued what they recognised as being important and they strived to be who they perceive themselves to be. The spirit of uplifting those around them is reflected in their purpose of life and their strong commitment to engaging in their community (Benitez). Generally, the participants value the platform and opportunity to be part of something bigger than themselves (Dalglish) and to be able to make a difference in people’s lives weighs far more than any formal promotions or positions, and praises.
The general perceptions by the decision-makers on the evolution of their lives could be represented in the usual logical sequence (Dalglish), kind of taken-for-granted (Rafa): from school to out of school (tertiary education), work life, family life, and accomplishments. Although, they do realize that there is much more to these relations, such as life responsibilities, spheres of influence and the power of effort, as represented below in diagrams 5.2, 5.3, and 5.4. In describing the evolution of life, Benitez (Diagram 5.2) begins by portraying his life responsibilities up to his early 20’s as being carefree progressing through life with an accumulative level of responsibilities, experiences and obligations to society. While, Dalglish (Diagram 5.3) emphasises how the spheres of influence as concentric circles intensify, that is, how being in a particular position where the scope of influence becomes bigger and bigger; with all spheres being equally important and interrelated. Zidane (Diagram 5.4) stresses the value of incisive high effort, and how the quintessence of one’s effort must be to be smarter.
On the other hand, Otto and Mantini advocated looking at their life histories through the geographical spaces which had meaning in their lives; where they lived, grew up and married, with motivation tending to be more personal than professional (Mantini). As majority of the participants reflected on their lives, they professed that the personal dimensions of their lives (their educational backgrounds and upbringing, development of family and their communities, and largely their paternal influence) had significantly contributed to the advancement of their careers. The dynamic between the personal decisions you make and the relationships you are in
151
at the time influence the career choices you make (Mantini). The way in which this has defined
the way they perceived themselves, and their responsibilities and what they perceived as worthwhile is represented graphically in (Diagrams 5.2, 5.3, and 5.4 below).