The Perceptions of Parents of Their Role in the Democratic Governance of Schools in South Africa: Are They on Board?

Autor/in	Mncube, Vuzi
Titel	The Perceptions of Parents of Their Role in the Democratic Governance of Schools in South Africa: Are They on Board?
Quelle	In: South African Journal of Education, 29 (2009) 1, S.83-103 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Parent Role; Democracy; Governance; Educational Administration; Parent Participation; Rural Schools; Secondary Schools; Mixed Methods Research; Observation; Documentation; Semi Structured Interviews; Questionnaires; Grade 11; Discipline; Educational Finance; Power Structure; Responsibility; Blacks; Barriers; Knowledge Level; Parent Rights; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Ausland; Parental role; Elternrolle; Demokratie; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungsverwaltung; Schuladministration; Schulverwaltung; Elternmitwirkung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sekundarschule; Beobachtung; Dokumentation; Fragebogen; School year 11; 11. Schuljahr; Schuljahr 11; Disziplin; Bildungsfonds; Verantwortungsübernahme; Zuständigkeit; Black person; Schwarzer; Wissensbasis; Elternrecht; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	I argue that parent participation in SGBs is an important ingredient in building democracy in the schooling system, as well as in the wider society of South Africa. At some schools in South Africa, parents are not yet playing their full role as governors mandated by legislation. Parents at some rural schools are reluctant to participate in the decision-making by School Governing Bodies (SGBs) as a result of their low educational level or of power struggles in SGBs. In some former model C schools, on the other hand, lack of participation is related to a level of education of parents in general, lack of education on parental involvement in school activities, a fear of "academic victimization" of their children, language barrier, and difficulty in attending meetings. This lack of involvement is at its highest in school governing bodies. It appears therefore that while representation and debate are theoretically open and fair, there are still factors that inhibit SGBs from operating democratically. Although the political control of apartheid has gone, issues related to full democratic participation have not been resolved. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01