Negotiated Identities: Dynamics in Parents' Participation in School Governance in Rural Eastern Cape Schools and Implication for School Leadership

Autor/inn/en	Brown, Byron; Duku, Ntombozuko
Titel	Negotiated Identities: Dynamics in Parents' Participation in School Governance in Rural Eastern Cape Schools and Implication for School Leadership
Quelle	In: South African Journal of Education, 28 (2008) 3, S.431-450 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Parent Participation; Governance; Foreign Countries; Instructional Leadership; Qualitative Research; Rural Areas; Rural Schools; Parents; Secondary Schools; Semi Structured Interviews; Folk Culture; Phenomenology; South Africa + Suchen Sie Ihr Suchwort? Elternmitwirkung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Ausland; Instruction; Leadership; Führung; Qualitative Forschung; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Eltern; Sekundarschule; Phenomenological psychology; Phänomenologie; Psychologie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	School governance is a feature of school leadership in schools in South Africa. Currently, there is a dearth of research examining the dynamics in, and how parents navigate their way through, the process of school governance. Using a qualitative approach, we investigated these dynamics. The sample was parents in rural communities in secondary schools in the Eastern Cape. The parents responded to questions in semi-structured phenomenological interviews. Multiple factors linked to gender politics and African traditions shaped how parents participated in school governance. School governance practices were imbued with a tension between values inherent in African traditions/customs and values of modern school policies/legislations. While outlining the implications for school leadership, we argue that conflict and tension in school governance is likely to continue unless leadership practices and policy provisions reflect more of people's customs/traditions. (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