Evoking edupreneurial leadership towards social justice among historically disadvantaged communities

Larey, Desiree Pearl; Roux, A. Le; Jacobs, Lynette

doi:10.1080/13603124.2021.1882700

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…Successful learners coming from high schools in historically disadvantaged communities into university spaces already have, among other knowledges, the following critical horizontal knowledges: aspirational, navigational and resistance capital. Larey (2018) reports on how learners from historically disadvantaged schools use creative ways to help themselves achieve academic success. They demonstrate skill, willingness, and confidence to actively https://doi.org/10.38140/pie.v41i4.6891…”

Section: Critical Horizontal Knowledgesmentioning

confidence: 99%

“…At the opposite end to school resistance -attitudes displayed by working-class learners -are the aspirations, will and determination of many learners in historically disadvantaged communities who aspire to learn, and who aim to be successful despite a curriculum they cannot relate to (Larey, 2018). They value the extra classes, which are parallel to the private classes that more privileged learners receive.…”

Section: Lareymentioning

confidence: 99%

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An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

Larey

2023

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At the national universities within South Africa, various events during the past years indicate that students suffer under different kinds of oppression. It is widely acknowledged that students from poor, rural geographical areas find the university space alienating and not speaking to their life worlds. In this paper I respond to Fataar’s (2019) notion of the “misrecognised” university student in the South African context. My focus on students coming from historically disadvantaged communities aims to contribute to ongoing debates about social justice for students in the university sector. The problem to be addressed in this paper is the misalignment between the critical horizontal knowledge ofhistorically disadvantaged students and the knowledge codes of the university relating to learning, curriculum, and pedagogical practices. I therefore argue that if university institutional practices recognise, embrace, and align with students’ agency, resilience and adaption, a reframed institutional platform could engage students in their intellectual becoming. Furthermore, I am guided by two questions: 1) How can students from historically disadvantaged communities use their critical horizontal knowledges to connect with disciplinary and transdisciplinary knowledge of the university to enhance critical specialised consciousness in the becoming of ethical humans? and 2) How can an African theorisation of student agency form the basis to consciously reframe the core institutional function of the university? In responding to these questions, I locate my arguments in African-student agency, reviewing literature by African scholars to gain an understanding of the African concept of student agency.

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Section: Critical Horizontal Knowledgesmentioning

confidence: 99%

Section: Lareymentioning

confidence: 99%

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

Larey

2023

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Enhancing Student Success in Higher Education Using Leadership Strategies

Ayyaswamy,

Kathirvel

2024

Advances in Higher Education and Professional Development

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This chapter examines the instrumental role effective leadership plays in enhancing student success in higher education. As colleges and universities face mounting pressures to demonstrate outcomes around retention, progression, attainment, career readiness and more, leadership has become mission critical to driving systemic reforms that enable these student achievement aims. The chapter provides higher education administrators, teams and policymakers research-backed principles to translate leadership vision, strategy and capabilities into tangible initiatives and cultural change that help all students thrive.

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Effective Leadership Strategies for Enhancing Student Success in Higher Education

Sipahioglu

2024

Advances in Educational Marketing, Administration, and Leadership

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This chapter examines the connections between leadership strategies and enhanced student achievement at higher education institutions. As pressures grow around outcomes, affordability and inclusion, effective leadership has become key to accelerating reforms focused on student success, including increased retention, progression, degree completion and career readiness. Theories explored include transformational, distributed and culturally responsive models. Competencies for contemporary contexts cover cultural competence, change leadership, talent development and data literacy. Examples of successful initiatives promoted include predictive analytics, transition programs, pathway redesigns, early intervention systems and student-centric cultures. Vision, community-building, resource optimization and change management provide frameworks to facilitate progress despite complexity. Findings synthesize scholarship and practice into recommendations translating leadership capabilities to institutional environments enabling all students to thrive.

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Evoking edupreneurial leadership towards social justice among historically disadvantaged communities

Cited by 3 publications

References 18 publications

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

An exploration of African-student agency: Placing students from historically disadvantaged communities at the centre

Enhancing Student Success in Higher Education Using Leadership Strategies

Effective Leadership Strategies for Enhancing Student Success in Higher Education

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