The Cogency of Including the Works of Athol Fugard in the Further Education and Training Phase Curriculum in the Ekurhuleni South District: Teachers’ Perspectives

Abstract

The aim of this study was to explore the cogency of including the works of Athol Fugard in the Further Education and Training Phase from the perspectives of teachers. It focused on selected schools in the Ekurhuleni South District. The importance of this investigation acts as a measure to determine how teaching the works of Athol Fugard enhances and influences the teaching of English literature through the Further Education and Training of teachers and creates awareness about human rights issues. This study adopted a qualitative approach. The research instrument used was semi-structured face-to-face interviews. The sample was selected purposively and comprised twelve (12) teachers from three (3) different high schools in the Ekurhuleni South District. The participants were teachers who taught grades 10, 11, and 12 and were spread across different genders, grades, and educational backgrounds. Data was coded and analysed using thematic analysis. There was the general consensus from teachers that teaching the works of Athol Fugard opened a whole new world and experience, not only to the participants but to the learners as well. The findings revealed that teachers found that teaching the works of Athol Fugard in the Further Education and Learning Phase is very useful in many facets such as conscientising them and learners on human rights issues. Keywords: Cogency, Further Education and Training Phase, apartheid and post-apartheid