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Between 1994 and 1999, new discourses of social justice and gender equity enabled the entry of signi cant numbers of women into the previously all-male domains of the educational bureaucracy. At the same time, women in one bureaucracy were leaving as fast as they were entering. This article probes this phenomenon of the simultaneous transformation of the educational administration and the apparent consolidation of earlier patriarchal forms of control, albeit on a non-racial basis. On the basis of 16 in-depth interviews conducted in the Gauteng Department of Education with key decision-makers, the article argues that these developments can be explained by the particular constructs and practices of leadership in educational administration that associate leadership and competence with masculinity, rationality and whiteness. This is evident in how interviewees framed their experience of authority and leadership, visibility and recognition and balance between public and private life. The experience overall was such as to lever women out of their positions. All interviewees drew on a range of personal and social resources to deal with the stresses and strains of working in educational administration. Black women drew strength from a belief in the collective strength and capability of women rooted in maternal feminism.

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The overall wound-infection rate is higher than previously described with two thirds of infections occurring after discharge. While inpatient wound-infection rates fit known risk factors, postdischarge wound-infection rates do not. Certain clean-wound operations have a higher incidence of infection than others. Consideration needs to be given to the identification of risk factors for postdischarge wound infections,and to further trials of prophylactic antibiotics in clean surgery.