Governance in South African Schools: Democratic Advancement or Hindrance?

Autor/in	Davids, Nuraan
Titel	Governance in South African Schools: Democratic Advancement or Hindrance?
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 3, S.436-451 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davids, Nuraan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220937306
Schlagwörter	Governance; Democracy; Foreign Countries; Parent Participation; Principals; School Administration; Governing Boards; Power Structure; Parent Role; Barriers; Educational Change; Parent Responsibility; Elementary Secondary Education; Social Change; Racial Segregation; South Africa + Suchen Sie Ihr Suchwort? Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Demokratie; Ausland; Elternmitwirkung; Principal; Schulleiter; Governing body; Governing bodies; Leitungsgremium; Parental role; Elternrolle; Bildungsreform; Sozialer Wandel; Rassentrennung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The introduction of school governing bodies in South African schools has largely been motivated by a democratic discourse of communal participation, belonging and accountability. How this has been interpreted has seemingly been limited to understandings of parental participation in the daily functioning of schools. In turn, research on school governing bodies has focused extensively on two contrasting narratives, underscored by an imbalance of power -- that is, either the incapacity of parents to fulfil their mandate, or a dominance of parental involvement, which often undermines the principal's authority. Very little, if any, attention has been afforded to the role of school governing bodies in relation to democratising and diversifying schools. By paying particular attention to the roles and responsibilities of parents on school governing bodies, this article considers two inter-related questions. Do current practices and actions of school governing bodies promote or hamper the democratising agenda, necessary for the transformation of schools? How can school governing bodies, and specifically parents, contribute to the transformation of schools that extend beyond parochial conceptions of parental involvement? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01