Leadership Role of School Principals in Democratic Schools in South Africa: Case Studies of Two Schools

2015 ◽  
Vol 43 (3) ◽  
pp. 319-328 ◽  
Author(s):  
Renuka Naidoo ◽  
Vusi Mncube ◽  
Onoriode Collins Potokri
Keyword(s):  
South Africa ◽  
Case Studies ◽  
School Principals ◽  
Leadership Role ◽  
Democratic Schools

scholarly journals Children coping with COVID-19: Intersectional understandings of film and media access in a crisis

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Justine Atkinson ◽  
Firdoze Bulbulia
Keyword(s):  
South Africa ◽  
The Netherlands ◽  
Case Studies ◽  
Media Access ◽  
Specific Focus ◽  
Film Education ◽  
The World ◽  
Context Specific ◽  
The Impact

As a result of the global COVID-19 pandemic and resulting lockdowns across the world, digital access has become paramount, as most aspects of education have moved online. Drawing together five case studies located in South Africa, Argentina, the Netherlands, India and Ethiopia, this article assesses the role of film education during the COVID-19 pandemic, with a specific focus on the impacts of digital access. We examine multimodal forms of film education, and how these were used to inform, entertain and educate children during the crisis by the varying work undertaken by the organizations. Applying theories of intersectionality, we address the need for context-specific approaches to film education, focusing upon the impact that the societal and individual contexts had on the dissemination of film education in each country.

The instructional leadership role of primary school principals

2013 ◽  
Vol 17 (sup1) ◽  
pp. S49-S64 ◽  
Author(s):  
Raj Mestry ◽  
Isavanie Moonsammy-Koopasammy ◽  
Michele Schmidt
Keyword(s):  
Instructional Leadership ◽  
Primary School ◽  
School Principals ◽  
Leadership Role ◽  
Primary School Principals

scholarly journals Education and Intra-Alliance Conflict: Contrasting and Comparing Popular Struggles in Apartheid South Africa and Palestine

2008 ◽  
Vol 3 (1) ◽  
pp. 5-18 ◽  
Author(s):  
Bilal Fouad Barakat
Keyword(s):  
South Africa ◽  
Case Studies ◽  
Ethnic Groups ◽  
South African ◽  
Review Of The Literature ◽  
Multiple Fault ◽  
Educational Discourse ◽  
South African Education ◽  
Education And Conflict

Much recent research has been directed at illuminating the role of education in major conflicts between ethnic groups. It is increasingly well understood that education does not necessarily have a positive, peace-supporting influence, but that the wrong kind of education can serve to reinforce divisions. However, in many conflicts there are multiple fault lines. Even if one central antagonism between two broad groupings can be identified, numerous tensions and divergent interests may exist within each of these groupings. This study examines the hypothesis that the notion of the ‘two faces of education’ extends to such ‘conflicts within the conflict’. In other words, with regard to tensions within groups on the ‘same side’, education and schooling may also serve either as a unifying force or as a cause of violent disagreement – or both at the same time. This article presents the results of extracting both kind of themes – education as divisive or unifying – from a thorough review of the literature on two case studies: South African education during the anti-apartheid struggle, and the development of Palestinian education in exile and under occupation. While significant differences exist, there are also some common patterns, such as the use of educational privileges to co-opt part of the opposition, the continuation of educational class differentials within broad alliances during and after conflict, and the role of ambiguity in educational discourse in opposition. Both cases support the conclusion that education and schooling can play an ambivalent role at all levels of complex conflicts, and that research on ‘education and conflict’ cannot afford to ignore this complexity.

scholarly journals Practice of Ritual Sacrifice and the Role of Religion in Development

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Cas Wepener
Keyword(s):  
South Africa ◽  
Case Studies ◽  
South African ◽  
Cape Town ◽  
South African Context ◽  
The South ◽  
Ritual Sacrifice ◽  
African Context ◽  
Role Of Religion

The practice of ritual sacrifice within the South African context is explored in the light of the emerging global discussion regarding religion and development. Firstly, some aspects of the theory of René Girard on sacrifice is discussed, as well as African theories pertaining to sacrifice and modern ways in which sacrifice/offering enters language. The following section presents three case studies pertaining to sacrifice from South Africa: one from fiction, one from fieldwork done in an African Independent church and a description of a recent sacrifice conducted on a beach in Cape Town. In a succeeding section, the data presented in the empirical part is interpreted in the light of the preceding theories. In the concluding section a thesis is advanced regarding the possible meaning and significance of sacrifice for an African understanding of development.

scholarly journals Fostering Movements or Silencing Voices: Learning from Egypt and South Africa, Leading Against Racism

2015 ◽  
Vol 17 (1) ◽  
pp. 188 ◽  
Author(s):  
Tyson E. J. Marsh ◽  
Christopher B. Knaus
Keyword(s):  
South Africa ◽  
Educational Leadership ◽  
South African ◽  
School Principals ◽  
Personal Narratives ◽  
Educational Reforms ◽  
Educational Inequalities ◽  
Race And Class ◽  
Schooling Practices

In this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided (by race, religion, and/or class) and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is negatively shaped by schooling practices that foster race and class-based inequalities. Using personal narratives of school principals, we situate educational leadership as core to understanding how Western educational reforms are structured, conceived and enacted within Egyptian and South African contexts. This analysis sheds light on how educational inequalities are reinforced and justified by contexts of educational leadership and how efforts to resist are institutionally silenced.

The Leadership Role of the Ethicist

2015 ◽  
pp. 204-214
Author(s):  
Aimee van Wynsberghe
Keyword(s):  
Case Studies ◽  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Leadership Role ◽  
Cultural Norms ◽  
Norms And Values ◽  
Information And Communication ◽  
Work Done ◽  
Research And Design

The pervasive presence of Information and Communication technologies has profound effects on cultural norms and values. This relationship is most commonly referred to in terms of values embedded in a technology (Nissenbaum, 2001). To mitigate potential threats to values, researchers from a variety of disciplines advocate in favor of incorporating ethics into research and design processes. As Boenink (2013) rightly points out, however, there is little work done that outlines exactly what it is that the ethicist does when engaged in ‘ethics in the lab'. This paper aims to fill the gap that Boenink has identified and to contribute to the ongoing discussions related to ethics in the lab. The following work will review what the ethicist does in terms of the tasks of the ethicist as articulated by van Wynsberghe and Robbins (2013) and will present two case studies as examples to illustrate the different role of the ethicist in each. The issue of central importance for this paper is how the ethicist's role differs from one case to the next and what guides this shift. For insight the paper looks to the work of Manders-Huits and Zimmer (2009) and their suggestion of the ‘leadership role'. Finally, it will argue that a virtue ethics approach should be taken in order to guide the ethicist in these divergent roles.

Case Studies

2020 ◽  
pp. 202-238
Author(s):  
James Leigland
Keyword(s):  
South Africa ◽  
Renewable Energy ◽  
Case Studies ◽  
South African ◽  
Sub Saharan Africa ◽  
Public Private Partnerships ◽  
Power Sector ◽  
Project Costs ◽  
Sub Saharan

This chapter presents case studies of three recent renewable energy independent power producer (IPP) tender programs in Sub-Saharan Africa (SSA), in Uganda, Zambia, and South Africa. Using competitive tenders to select IPP projects is rare in Africa, but is viewed as an effective way of lowering project costs. And with the rapid reductions in the costs associated with wind and solar projects, renewable energy IPP projects may represent the power sector public–private partnerships (PPPs) of the future. These case studies detail the role of development partners in designing and implementing the first two of these programs and compare their performance with that of the South African program, a program designed and managed almost exclusively by South African officials and their advisers. What are the lessons that can be learned from these two distinct approaches? What impact do these kinds of programs have on the “IPP policy dilemma” described in Chapter 8?

Creating a Global Industry?

2018 ◽  
pp. 184-206
Author(s):  
Erik Eklund
Keyword(s):  
South Africa ◽  
Case Studies ◽  
Working Conditions ◽  
Mining Industry ◽  
State Intervention ◽  
Global Industry ◽  
Industrial Mining ◽  
Traditional Patterns

This chapter, by Erik Eklund, focuses on the gold-mining industry from the middle of the nineteenth century through to the 1930s, with a focus on the role of company formation, working conditions, and state intervention. Utilizing case studies from Canada, South Africa, Ghana, Fiji, and the Australian colony of Victoria, it explores the rise of “industrial mining” over this period. Industrial mining involved larger, more heavily capitalized enterprises, in which workers became wage laborers and owners became shareholders. Industrial mining gendered and racialized the workforce in different ways according to local circumstances, which are explored in each case study. State intervention either underpinned the rise of industrial mining or worked to create uneasy accommodations between industrial work and older traditional patterns of subsistence.

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