Leading schools in circumstances of multiple deprivation in South Africa

Abstract

The paper suggests that multiple deprivation is a concept as yet lacking in substantial theoretical analysis and that its application as a research framing tool in education is relatively recent. As a concept, multiple deprivation suggests a confluence of factors which depress learning and place unique challenges on leadership and which act in combination rather than in isolation. Given that more than three quarters of schools in South Africa are officially described as dysfunctional and that many of these schools serve communities facing multiple deprivation, the article calls for a new theoretical approach which focuses on how best schools in these circumstances can best be led. Based on extant evidence in the field, the paper identifies generative leadership practices upon which a new theory of leadership for these contexts could be constructed. Specifically, it suggests that a cocktail of leadership forms which include transformational, distributed, instructional, ethical and asset based leadership could offer the most promise for schools faced with multiple deprivation. The paper also provides an overview of the articles selected for this special edition.

Die aard en hantering van vooroordeel teen vroulike skoolleierskap in gedepriveerde gemeenskappe: bedreigings, benaderings, behoud

“…Hierdie diskriminasie wat met diepgesetelde sosiokulturele opvattings verband hou en wat ongeag die vlak van samelewingsgesofistikeerdheid steeds voorkom, is veral akuut in samelewings waar 'n patriargale hiërargiese kultuur deur ongeskrewe sosiale gewoontes en kodes gerig word (Reynolds, White, Brayman & Moore 2008;Arar & Oplatka 2016). Binne die Suid-Afrikaanse samelewingskonteks waar 'n groot aantal skole wanfunksioneel is (Bloch 2009), word hierdie wanfunksionaliteit deur die vooroordeel teen vroulike skoolleierskap vererger (Maringe & Moletsane 2015).…”

“…Hierdie faktore, wat nou verwant is aan 'n konteks van swak sosio-ekonomiese omstandighede, omsluit toestande soos armoede, die gebrek aan 'n opvoedkundig stimulerende omgewing en 'n algemene gebrek aan harmonie tussen die sosiale en kulturele bestel (Lumby 2015;Maringe & Moletsane 2015). Armoede op sigself figureer nie as ontneming nie, maar lei tot ontneming wanneer dit 'n aantasting van menswaardigheid en 'n gebrek aan geleenthede om persoonlike en omgewingsomstandighede te verbeter, tot gevolg het (Barnes, Noble, Wright & Dawes 2009).…”

“…In gedepriveerde omstandighede beteken suksesvolle skoolleierskap dat konflik en onvoorspelbaarheid deur 'n mensgeoriënteerde benadering hanteer word wat die individu se behoeftes bo dié van die organisasie stel (Maringe & Moletsane 2015). Dit beteken ook dat skoolleiers groot waarde aan goeie gemeenskapsbetrekkinge heg en 'n filantropiese ingesteldheid teenoor die welstand van leerlinge in nood het benewens 'n onwrikbare geloof in die vermoë van elke leerling om ongeag absolute armoede te presteer (Kamper 2008;Smit 2014;Van der Merwe 2011).…”

“…Dit plaas vroulike skoolleiers in die kwesbare situasie waar negatiewe geslagstereotipering, eerder as faktore wat met meervoudige gebrek verband hou, die rede vir 'n gebrek aan doelwitrealisering is (Lumby 2015;Moorosi 2007). Die minimumvereiste vir skoolleierskap in Suid-Afrika was aanvanklik slegs 'n onderwyskwalifikasie en jare onderwyservaring (Bush & Heystek2006 (Maringe & Moletsane 2015). Binne hierdie konteks tree vroue wat self met meervoudige gebrek grootgeword het as skoolleiers op.…”

Youth as Participatory Action Researchers: Exploring How to Make School a More Enabling Space

“…Although a means to disrupt the cycle of poverty in which they are trapped (Corbett & Fikkert, 2012), the under-resourced state of schools in socioeconomically challenged communities contributes to, rather than addresses, the problem (Engelbrecht, Nel, Smit, & van Deventer, 2016). Many schools, especially in rural areas, are faced with a dearth of infrastructure: overcrowded classrooms; inadequate resources for teaching, learning, and extra-mural activities; a lack of basic services such as clean water and sanitation; and insufficient access to social welfare services (Maringe & Moletsane, 2015). In such settings, teachers struggle to provide the socioemotional support to ensure learners not only survive, but also thrive despite the adversity they face (Setlhare & Wood, 2019).…”