This qualitative multiple case study explored the sources of emotional stress experienced by 12 female Zimbabwean primary heads leading in socio-economic disadvantaged schools in Masvingo District and their attempts to alleviate the challenges that the children from these disadvantaged contexts presented them with. Data was generated through individual semi-structured interviews, and observations and the data was analysed thematically to elicit the sources of their emotional labour that emanated from stress-related cultural and contextual factors. The study revealed that despite the school heads experiencing anxiety, pain, sorrow, sympathy, frustration, sadness, and concern they were happy about their appointments to leadership positions. The sources of their emotional stress were related to the plight of children; stereotypical gender expectations; lack of parental cooperation; and unrealistic professional and social expectations. The study suggests wellness recesses; the establishment of social networks through which heads could share their experiences; and professional development programmes on stress management as possible interventions that could help the heads deal with these stressful circumstances.
South African democracy precipitated many changes and excavated many dormant issues, one of which was equity in the workplace. This extended into the sphere of education -a sector in which women were rarely seen in leadership positions. Following the implementation of several redress policies, women have managed to penetrate the gender equity barrier and assume leadership positions in schools. This article reports on a study that investigated how female principals experience leadership at schools in disadvantaged communities in the Gauteng East District, in Johannesburg, South Africa. Nesting itself within a qualitative research paradigm, the study explored ways in which women principals navigate gender and cultural challenges and highlights how stereotypes shape their leadership styles. Observations, field notes and semi-structured interviews were used to elicit data. These findings provide insight into the following themes: leadership styles; the principal as a curriculum leader; socio-economic profile of the school community and its impact on curriculum; balancing family and school responsibilities; and stakeholder participation and support.
Education Before Liberation" became the mantra of the struggle against apartheid oppression in South Africa. Apartheid policies predestined the Black majority to servitude and dehumanization. The advent of democracy heralded a plethora of transformative curriculum policies with the express intent to counter the destiny that the Apartheid regime had envisioned for the Black majority. The current curriculum canon which is premised on the tenets of critical pedagogy espouses the ideals of social justice and democracy, and embodies the intent to educate for liberation and social transformation. This article addresses the central question: How do the material tensions of enacting critical pedagogical tenets manifest in postapartheid South African education through the narratives of educators as transformative intellectuals? In responding to this enquiry, in this article I will (a) sketch an analysis of teachers' identities as enshrined in retrospective and current curriculum policies; and (b) draw on data from a qualitative study conducted at schools in Johannesburg, South Africa, to explore educators' personal and professional narratives of pleasure and pain as they persevere in
Refugees have remained a significant feature on the South Africa landscape and a concern in the country even prior to the advent of democracy. Since the advent of democracy in 1994, South Africa (SA) has received waves of newcomerspeople fleeing wars, drought and poverty from countries such as the Democratic Republic of Congo, Burundi, Angola, Sudan, Zimbabwe, Somalia, Eritrea and Ethiopia. South Africa allows for the admittance of refugee children into its system provided they have the requisite documents. This article reports on qualitative research, conducted with refugee children attending a Refugee Bridging Program at Mercy College, an affluent private school in Johannesburg, South Africa. The article addresses the questions: (i) what are the personal and academic experiences of refugee children enrolled in a refugee bridging school programme; and (ii) how does an ethic of hospitality facilitate their integration into education and prepare them for entrance into mainstream schooling? The article provides pen portraits of their personal family biographical details; their preflight; flight and settlement experiences; their social and academic experiences; as well as their short-term and long-term academic plans and career aspirations. I draw on theoretical insights from deconstructionist conceptions of hospitality and guest-host dialectics as espoused by Derrida (2001). In addressing issues of marginalisation in relation to access to education, the article argues for complementing a rights-based framework with a hospitality-based framework to Education as Change 2015.19:65-90. PerumalResponding with hospitality respond humanely and with immediacy to refugee children within South African education, thereby giving credence to the country's policy rhetoric to agitate for promoting the values of democracy, social justice, equity, reconciliation, and freedom from violence, discrimination and prejudice.
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