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Full-Text Articles in Education
South African Principalship, Agency & Intersectionality Theory, Michèle Schmidt, Raj Mestry
South African Principalship, Agency & Intersectionality Theory, Michèle Schmidt, Raj Mestry
Comparative and International Education / Éducation Comparée et Internationale
Gender bias towards South African female principals remains a problem and compelling issue for research. The Constitution policy addresses gender equality, yet women still do not experience equal rights in practice. This study uses a theory of intersectionality to examine two Black South African women’s leadership experiences in their roles as principals in two South African schools. The goal of the paper is to examine how these women negotiate obstacles in their work that may constrain their agency as leaders in South African schools. The project involves semi-structured interviews and the results provide a significant contribution to the small body …
An Analysis Of Erickson's Concept Of School Legitimacy In Relationship To School Success And Failure, Michael Griggs
An Analysis Of Erickson's Concept Of School Legitimacy In Relationship To School Success And Failure, Michael Griggs
Theses and Dissertations
School legitimacy is the approval of principal and teacher authority that derives from the school community's trust (Erickson, 1987). When clients--the various stakeholders, including parents and students--recognize their school as legitimate, they trust that those in authority will help their economic future, protect their personal identities, and look out for their best interest. The concept of school legitimacy is applied to four case studies that involve poor and minority students to examine its role in a school's success or failure. The dissertation seeks to examine the process for constructing school legitimacy through reviewing literature, case studies, and surveys. Surveys are …
A Critical Turn In Higher Education Research: Turning The Critical Lens On The Academic Language And Learning Educator, Alisa Percy
Alisa Percy, PhD
This paper suggests that historical ontology, as one form of reflexive critique, is an instructive research design for making sense of the political and historical constitution of the Academic Language and Learning (ALL) educator in Australian higher education. The ALL educator in this paper refers to those practitioners in the field of ALL, whose ethical agency has largely been taken for granted since their slow and uneven emergence in the latter half of the twentieth century. Using the lens of governmentality, genealogical design and archaeological method, the historical ontology proposed in this paper demonstrates how the ethical remit of the …