Making Wine Without Grapes: The Case for Quality Teaching With Limited Resources

Abstract

This article illustrates the significant role that creative, conscientious, dedicated, motivated, and committed teachers play in guiding, directing, and developing students' thinking, perspectives, and future lives. It highlights the importance of teacher agency in connecting learning to students' lives. It argues that good teachers can employ pedagogical practices that are not dependent on the availability of resources. It employs Pierre Bourdieu's theories of capital, field, and habitus to show how teachers can develop students' dispositions, consciousness, perceptions, perspectives, and lives. It also uses Nancy Fraser's theory of social justice to show how teachers can develop in working-class students, the essential knowledge, skills, and understandings that enable them to compete on a par with middle-class students. It uses life course theory to understand how the participants' schooling experiences, relationships, interconnectedness, and transitions influenced their thinking, doing, and lives. It employs a qualitative paradigm to explore five students' and one teacher's notions of how teaching and learning practices assisted the students to overcome the issue of inadequate resources. To locate the participants' perspectives and to analyse how their schooling experiences in the period 1968-1990 influenced their lives, the article uses the life history technique. The findings of the research stress that it is the inventiveness, competence, and attitude of the teacher that are the defining factors in the provision of quality education-not merely the availability of material resources.