Redressing educational inequalities: a classroom perspective

Abstract

This paper examines instructional strategies of rural teachers in Limpopo Province (one of the poorest provinces in South Africa). It focuses in how teachers attempt to facilitate access to disciplinary knowledge and builds on the growing literature that indicates that educational disadvantage is partly due to the quality of transactions between the teacher and the learners. The paper concludes that analyzing specific classroom episodes provides an important avenue of improving teaching and the professional development of teachers.