Parental Partnerships in the Governance of Schools in the Black Townships of Port Elizabeth

Autor/inn/en	Mbokodi, Sindiswa Madgie; Singh, Prakash
Titel	Parental Partnerships in the Governance of Schools in the Black Townships of Port Elizabeth
Quelle	In: Perspectives in Education, 29 (2011) 4, S.38-48 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Parent School Relationship; Parent Participation; Governance; Elementary Secondary Education; Qualitative Research; African Culture; Partnerships in Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Elternmitwirkung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Qualitative Forschung; Africa; Culture; Afrika; Kultur; Hochschulpartnerschaft; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article focuses on the functionality of school-governing bodies (SGBs) as the voice of parents in the governance of schools. After nearly sixteen years since the South African Schools Act 84 of 1996 (SASA) came into effect, the question that still raises many concerns among stakeholders in education is whether Black parents through their SGBs are aptly fulfilling their roles as rightful partners in the governance of their children's schools. The aim of this study was therefore to determine whether Section 18 of SASA was being appropriately realised in the Black townships of Port Elizabeth. Using the qualitative research method, a sample of ten schools--five primary and five secondary schools--was intentionally selected from the Black townships of Port Elizabeth. A total of forty in-depth open-ended interviews were conducted. The study found that, although the schools had legally constituted SGBs, these SGBs were not functional. The findings of this study shed light on the challenges why a partnership cannot materialise if Black parents do not have the capacity to be partners in the governance of schools. Hence, this study provides new insight into the status quo of Black parental involvement in the governance of schools. (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10