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The Reproduction of Social Stratification in Zimbabwe: A Study of the Attitudes and Practices of A-Level Biology Teachers in Harare

Eric Gwimbi and Martin Monk
British Journal of Sociology of Education
Vol. 24, No. 1 (Feb., 2003), pp. 21-38
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/3593302
Page Count: 18
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The Reproduction of Social Stratification in Zimbabwe: A Study of the Attitudes and Practices of A-Level Biology Teachers in Harare
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Abstract

This study looks at the classroom practices and attitudes of a sample of A-level biology teachers in Harare, Zimbabwe. The analysis of the data shows that the teachers in what are termed 'richer' school contexts, as measured by teachers' self reports, have attitudes to the philosophy of science that are more relativist and more deductivist, but less process orientated and less de-contextualist, than their colleagues in 'poorer' school contexts. Teachers from the two school contexts organised their biology practical lessons with different grouping strategies. In theory lessons, the teachers in the two school contexts spent different amounts of time on pupils' activities. The analysis points to how different classroom practices might be associated with the reproduction of social stratification.

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