Women's Experiences of Principalship in Two South African High Schools in Multiply Deprived Rural Areas: A Life History Approach

Autor/in	Faulkner, Caroline
Titel	Women's Experiences of Principalship in Two South African High Schools in Multiply Deprived Rural Areas: A Life History Approach
Quelle	In: Educational Management Administration & Leadership, 43 (2015) 3, S.418-432 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143215570306
Schlagwörter	Foreign Countries; Principals; Females; High Schools; Leadership Role; Disadvantaged Environment; Poverty Areas; Rural Areas; Case Studies; Power Structure; Cultural Influences; Sex Role; Gender Issues; Gender Discrimination; Empowerment; Traditionalism; Qualitative Research; Personal Narratives; Longitudinal Studies; South Africa + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Weibliches Geschlecht; High school; Oberschule; Rural area; Ländlicher Raum; Case study; Fallstudie; Case Study; Cultural influence; Kultureinfluss; Geschlechterrolle; Geschlechterfrage; Traditionalismus; Qualitative Forschung; Erlebniserzählung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article draws on data collected from a wider, longitudinal life history study conducted in South Africa between 2010 and 2014. The study focussed specifically on the personal and professional pathways to principalship of a sample of women leaders of co-educational high schools in South Africa, in both rural and peri-urban provinces: a role that, in gender terms, remains a minority position in South Africa and internationally. The data revealed valuable insights into how two of the women experienced principalship of high schools in multiply deprived rural areas. This article focusses only on these two women's experiences of, and not their pathways to, principalship. The women, one black and one white, work in rural schools which, through historic demographics, still serve black communities only. Their leadership roles are beset by the problems of the multiple deprivation prevailing in their school and community contexts. Though the findings are not generalisable from this small sample, they indicate that there are commonalities of experiences in two key areas: issues of authority and power contestation, and the manifestation of deeply entrenched cultural traditions and patriarchy. These impact adversely on the execution of principalship for women leaders in deeply rural, traditional communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01