Negotiated identities: dynamics in parents’ participation in school governance in rural Eastern Cape schools and implication for school leadership

Brown, Byron A.; Duku, Ntombozuko

doi:10.15700/saje.v28n3a122

Cited by 27 publications

(11 citation statements)

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“…Mbokodi and Singh (2011) report on parental partnerships in the governance of ten schools in townships close to Port Elizabeth where, although legal requirements are being met, parental involvement is ineffective because of problems arising from the poor education of those involved. Brown and Duku (2008), drawing on interviews with 48 parents in rural parts of the Eastern Cape, note the poor conceptions of governance and management in all component groups and report extensive use of micro-political groupings within the SGBs, the silencing of minority (usually female or younger male) members, and the gender related conflicts and tensions, where "traditional" views of women are upheld by dominant males. Clase et al (2007, p. 253) examined tensions between the SGB, and district or provincial authorities, based on surveys and interviews with 63 officials and 40 SGB groups in Afrikaans Free State schools.…”

mentioning

confidence: 99%

Research on school leadership in South Africa: A systematic review

Bush¹,

Glover²

2021

Systematic Reviews of Research in Basic Education in South Africa

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confidence: 99%

Research on school leadership in South Africa: A systematic review

Bush¹,

Glover²

2021

Systematic Reviews of Research in Basic Education in South Africa

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“…Brown and Duku (2008) reiterate how African traditions have shaped how parents participated in school governance practices, imbued by tension between values inherent in African traditions/customs, and values of modern school policies/legislations. Culturally, it is the “duty” of any significant male of the family to ensure their sister or female relative is provided “protection” against other males outside the family unit at all times in Northern Nigeria (Murtada, 2013).…”

Section: Findings and Discussionmentioning

confidence: 96%

“…The level of community and parents’ engagement in school governance on safety does not only interrogate their social identities, but dwells on their cultural beliefs and practices that are respected by school management. Brown and Duku (2008) stated “how parents participate in school governance can provide clues regarding their self-interest, or lack thereof. Parents have their own beliefs, customs and traditions and may also have to make similar adjustments in school governance” (p. 434).…”

Section: Findings and Discussionmentioning

confidence: 99%

Terrorism and female teacher leadership in girls’ secondary school

Usman

2018

IJEM

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Purpose The purpose of this paper is to explore female teachers and vice principal’s leadership on girls attendance and learning, safety and security issues in rural girls’ schools experiencing Boko Haram insurgencies. The secondary purpose is to recommend innovative educational policy initiatives at the school, community and state levels, so as to ameliorate girls and teachers’ challenges, and to sustain girls in schools. Design/methodology/approach Qualitative educational research orientation and an ethnographic-narrative research design were used for the study. Purposeful sampling procedure was adopted through the selection of female teachers and a vice principal. Soft qualitative oral data (SQOD) were collected from structured interviews and focus groups and participant observation data. Data analysis engaged hand data analysis (HAD) for transcription, while the coding and theming process involved qualitative computer software data analysis (CSDA) of NVivo 8.0. The measures of validity involved the qualitative process of member checking, while ethical issues of anonymity with participants were addressed in the process of data collection, and reporting. Findings Major findings revealed a symbiotic relationship between female teacher’s moral leadership and the application of law of tort in the girls’ school; teachers’ adopted spiritual leadership and moral decision making process on girls’ safety, and learning motivation; and improved school community collaboration for security and safety of the girls and effective communication. Practical implications Educational policy options are prescribed. They include the training of teachers and girls on fire safety and conflict crisis; recruitment of female school counsellors; housing incentives for female teachers; support grassroot initiatives on school security; and sustaining school-community/parents involvement. Originality/value Boko Haram’s impact on teacher and school leadership in girls’ school(s) has not been studied so far. The paper is the first, thereby filling the gap of the literature on girls’ rural education and terrorism.

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“…In fact, a number of scholars in South Africa have been critical of the actual practices of school governing bodies (see, for example, Naidoo 2005). Studies of the functioning on the new school governing bodies (Bush and Heystek 2003;Ministerial Review Committee 2004;Mncube 2005; Grant Lewis and Naidoo 2006;Brown and Duku 2008) found that members of governing bodies tended to be male, that principals still played a dominant role in meetings and decision-making processes, and that teachers tended to participate in meetings more than other stakeholders. Parents, the numerically dominant group under the legislation, were hampered in many areas by a skills capacity deficit and communication and transportation problems.…”

Section: Structures Practices and Relationshipsmentioning

confidence: 99%

Building Back Better? Peace Education in Post-Conflict Africa

Harber¹

2018

AJP

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This article analyzes the role of schools in helping to build peace in post-conflict countries in Africa. It argues that schools cannot be built back the same after a violent conflict because they have often been complicit in the violence in the first place. Thus the need to "build back better. " There is much belief in the potential of schools to contribute to peace in post-conflict societies. However, evidence on the role of schools in terms of the introduction of courses in peace education and attempts to change the structures, relationships, and practices of schools in a more peaceful direction is not particularly encouraging. Many significant obstacles remain to schools successfully contributing to peace.

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Negotiated identities: dynamics in parents’ participation in school governance in rural Eastern Cape schools and implication for school leadership

Cited by 27 publications

References 0 publications

Research on school leadership in South Africa: A systematic review

Research on school leadership in South Africa: A systematic review

Terrorism and female teacher leadership in girls’ secondary school

Building Back Better? Peace Education in Post-Conflict Africa

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