Educating the socially disadvantaged : a case study of a Cottonera educator

Abstract

This research was carried out in order to investigate through the teacher-student communication processes, how a particular Cottonera educator is effecting the self esteem of a number of Cottonera students. Both qualitative and quantitative data were obtained. The study focused on one teacher as being the only variable for the systematic classroom observation sessions. Once the classroom observation sessions were concluded, a structured interview was carried out with the same above mentioned teacher. Findings suggest that the teaching and learning process was dominated by the teacher, who left less space to the students to act on their environment by thinking critically and express their opinion about the material presented in the classroom. Moreover, the teacher did not provide an empowering learning experience so as to enhance the students' accountability through collaborative learning strategies, and encourage the students' full involvement during the teaching and learning process. In this way, their level of disadvantage in academic and non academic skills tended to be enhanced, and their status quo seemed to be replicated rather than challenged. This study illustrates new insights which teachers teaching in a Socially Disadvantaged Area should consider in order to improve the effectiveness of their roles. In doing so, the teacher would be contributing in providing a quality education to the Socially Disadvantaged Community. Yet, this requires collective collaborative action from the various political agents closely connected with education. These include, the Education Division, the Local Councils, the community and other interested parties willing to provide their support to these educators.