Analysing educational leadership in relation to deliberative democracy: towards a defffensible form of school leadership
| dc.contributor.advisor | Waghid, Yusef | en_ZA |
| dc.contributor.author | Isaacs, Akeda | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. | en_ZA |
| dc.date.accessioned | 2021-06-22T16:35:58Z | |
| dc.date.accessioned | 2021-12-22T14:11:27Z | |
| dc.date.available | 2021-06-22T16:35:58Z | |
| dc.date.available | 2021-12-22T14:11:27Z | |
| dc.date.issued | 2021-12 | |
| dc.description | Thesis (PhD)--Stellenbosch University, 2021. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Debates about developing a more equal society should consider evaluating the role of education by reimagining school leadership’s nature and scope in developing the foundations for a just society where human equality is an ideal norm. While there is a growing unease with the neoliberal agenda of education, visible through state policies and practices, not much research exists on school leadership’s role in developing cosmopolitan norms through a cosmopolitan- oriented education that enhances and teaches democratic citizens to thrive in a globalised world. I believe school leaders play a critical role in advancing social justice and democratic citizenry in education as they are ideally placed for developing and enacting just school policies and developing spaces for deliberation in the school environment. The current neo-liberal debates of leadership as an instrument of control and risk management has led to politicisation of school leadership’s role as one of compliance and local power distribution. More than two decades after democracy, South African schools continue to be poles apart. After apartheid, policy reforms facilitated the democratisation of schools addressing challenges of social justice through equity and redress. The Curriculum Assessment and Policy Statement (CAPS), developed as part of the democratisation process, emphasises the development of academic ability, but the implementation thereof reduces opportunities for critical thinking and deliberation in the classroom. The curriculum’s aim to deliver quality teaching and learning is not clearly evident with many learners struggling to read. Another decentralisation mechanism, school-based leadership, inclusive of governing bodies, was established to manage schools. Although, one of the main functions of the school governing bodies is the development of school policy in line with the constitution, research highlights the inequalities at school level. Two decades after apartheid, public schooling is tormented by dysfunctionality and increased violence. Learners most at risk of being affected by violence are from disadvantaged schools. Schools cannot be divorced from their communities and they carry the legacy of their apartheid histories. Democratisation through its policies, cannot obliterate the discourse of violence inherent in apartheid, unless the curriculum creates the space for different pedagogical encounters, and teacher training is adapted to address the challenges, and in so doing, creating alternative philosophies and worldviews. This dissertation explores the concept of forgiveness to frame deliberative encounters with others, creating a curriculum of refuge, thus paving the way for a re-orientating that can foster healing in a society with historical conflict between different groups. I advance an argument for reconceptualising the philosophical framework and foundational principles of school leadership via the inclusion of deliberative democracy, cosmopolitan education, and the concept of forgiveness in teaching and learning. The dissertation explores the concept of deliberative democracy and cosmopolitan education. Furthermore, it examines the commensurability with a defensible form of school leadership, examining the implications for the development of democratic citizens. I analyze the concept of deliberative democracy as a philosophical framework to assist leadership in understanding the practical implementation of the moral and ethical dimensions of schools. This deals with diversity, identity, and an understanding of the role of leadership in advancing democratic education systems. The dissertation explores the development of democratic citizenship, with its claims of justice for all individuals, as a prerequisite for cosmopolitanism, and for cosmopolitan education to develop the recognition and acknowledgement of rights and responsibilities. One of the research’s main findings is the role of school leadership with a cosmopolitan orientation, inclusive of deliberation and a social justice ethic, as a contributor to a democratic and more peaceful world. Another is the inclusion of forgiveness, as a concept and lived experience in pedagogy, contributing towards democratic education. Forgiveness taught as both a normative value and concept, and from the perspectives of the forgiver and perpetrator. The significance of its inclusion in the education of a pluralistic society, seeking to advance democracy and to live in a peaceful world, whilst recovering from the ravages of apartheid, colonisation and its consequences of continuing violence and poverty, is explored. I examine leadership’s role in creating cosmopolitan spaces for iterations and engagement to enable an understanding of the relationship of the self and the other. Iterations and engagements foster the development of critical thinking and imagining a peaceful, forgiving, and democratic society that can be shared. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Debatte oor die ontwikkeling van 'n meer gelyke gemeenskap , moet dit oorweeg, om die rol van onderwys te evalueer, deur baie meer vindingryk te word oor die aard en ruimte van skool- leierskap, deur die ontwikkeling van 'n grondslag vir 'n regverdige gemeenskap, waar die reg tot gelykheid as 'n ideale norm geskep word. Terwyl daar n groeiende ongemak jeens die neo- liberale agenda van opvoeding, sigbaar deur staatsbeleide en praktyke is, is daar min navorsing oor die rol wat skoolleierskap kan speel in die ontwikkeling van kosmopolitaanse norme deur 'n kosmopolitaans georiEnteerde vorm van opvoeding, wat demokratiese burgers verryk en onderrig, om sodoende te streef in 'n globale wereld. Ek glo dat skoolleiers 'n kardinale rol kan speel in die vooruitgang van maatskaplike geregtigheid en demokratiese burgery deur opvoeding, omdat onderwysers ideaal geplaas is vir die ontwikkeling en uitvaardiging van geregtelike skoolbeleide en ontwikkelings-ruimte vir beraadslaging in die skool omgewing. Die hedendaagse neo-liberale debatte oor leierskap as 'n instrument van beheer en risiko-bestuur het daartoe gelei dat die skoolleierskap se rol verpolitiek het tot onderworpenheid en plaaslike magsuitvoering. Meer as twee dekades na demokrasie, bevind Suid-Afrikaanse skole hul steeds heeltemal verskillend. Na apartheid, het beleidshervorming die demokratisering van skole gefasiliteer deur die uitdagings van maatskaplike geregtigheid aan te spreek deur gelykheid en herverdeling. Die Kurrikulumassessering en Beleidsverklaring (KABV), was ontwikkel as deel van die demokratiseringsproses, met klem op die ontwikkeling van akademiese vaardigheid, gevolglik het die implementering daarvan die geleenthede verminder vir die ontwikkeling van kritiese denke en beraadslaging in die klaskamers. Die doelwit van die kurrikulum om kwaliteits-onderrig en kennis te waarborg, is nie voor-die-hand-liggend nie, met baie leerders wat sukkel met lees. 'n Ander desentralisasie meganisme wat tot stand gebring is om skole te bestuur, was deur skool-gebaseerde leierskap en ingeslote skoolbeheerrade. Een van die hoof- funksies van skoolbeheerrade, is die ontwikkeling van skoolbeleid wat in lyn met die konstitusie moet wees, tog het navorsing die ongelykheid op skoolvlak beklemtoon. wee dekades na apartheid, word publieke skole geteister deur wanfunksionering en gewelds- toename. Leerders wat die grootste risiko loop om deur geweld geraak word, is van agtergeblewe skole. Skole kan nie van hul gemeenskappe geskei word nie en dra dus die nalatenskap van hul apartheids-geskiedenis. Demokratisering deur sy beleide kan nie die diskoers van geweld, ingebore in apartheid uitwis nie, tensy die kurrikulum voorsiening maak vir verskillende pedagogiese voorvalle en opleiding van onderwysers aanpas, om hierdie uitdagings aan te spreek en sodoende alternatiewe filosofieё en wệreldsieninge skep . Hierdie proefskrif ondersoek die konsep van vergifnis deur 'n daadwerklike raamwerk te skep van beraadslaging met ander, skep 'n kurrikulum van toevlug, en sodoende word 'n weg vorentoe gebaan van re-orientering wat genesing kan koester in 'n gemeenskap met historiese konflik tussen verskillende groepe. Ek stel 'n argument voor om die filosofiese raamwerk en grondslag beginsels van skool- leierskap via die insluiting van demokratiese beraadslaging, kosmospolitaanse opvoeding en die konsep van vergifnis in onderrig en kennis te her-konseptualiseer. Hierdie verhandeling ondersoek die kosep van demokratiese beraadslaging en kosmopolitaanse opvoeding. Verder ondersoek dit die vergelykbaarheid van 'n verdedigings-vorm van skool -leierskap, insluitend ondersoek na die gevolgtrekking van die ontwikkeling van demokratiese burgers. Ek analiseer die konsep van demokratiese beraadslaging as 'n filosofiese raamwerk om leierskap te ondersteun, om die praktiese toepassing van waardes en etiese dimensies van skole te begryp. Dit handel oor diversiteit, identiteit en 'n begrip oor die rol van leierskap deur die bevordering van demokratiese onderwysstelsels. Die verhandeling ondersoek die ontwikkeling van demokratiese burgerskap, met die bewerings van geregtigheid vir alle individue, as 'n voorvereiste vir kosmopolitisme en vir kosmopolitaanse opvoeding om te ontwikkel en herkenning en dankbetuiging van regte en verantwoordelikhede. Een van die navorsing se hoof bevindinge, is die rol van skool-leierskap met 'n kosmoplitaanse oriëntasie, inklusief van beraadslaging en 'n sosiale maatskaplike etiek, as 'n bydraer tot 'n meer demokratiese en vreedsame wêreld. 'n Andereen, is die insluiting van vergifnis as 'n konsep en lewens-ondervinding in pedagogie, wat bydraende faktor tot demokratiese opvoeding word. Vergifnis word onderrig as beide 'n normatiewe waarde en konsep, en van die perspektief van die vergewer en die oortreder. Die betekenisvolheid as insluiting in die opvoeding van 'n pluralistiese gemeenskap, is die soeke om demokrasie te bevorder en om in 'n vreedsame wêreld. 'n Andereen, is die insluiting van vergifnis as 'n konsep en lewens-ondervinding in pedagogie, wat bydraende faktor tot demokratiese opvoeding word. Vergifnis word onderrig as beide 'n normatiewe waarde en konsep, en van die perspektief van die vergewer en die oortreder. Die betekenisvolheid as insluiting in die opvoeding van 'n pluralistiese gemeenskap, is die soeke om demokrasie te bevorder en om in 'n vreedsame wereld te leef, terwyl daar genesing plaasvind van die verwoesting van apartheid, kolonisasie en die gevolge van voortgesette geweld en armoede, is nagevors. Ek ondersoek leierskaps-rolle deur kosmopolitaanse ruimtes te skep vir iterasie en interaksie, om dus 'n geleentheid te verskaf vir die begrip van die self en die ander. Iterasie en interaksies kweek die ontwikkeling van kritiese denke en verbeelding van 'n vreedsame, vergewensgesindheid en demokratiese gemeenskap wat gedeel kan word. | af_ZA |
| dc.description.version | Doctoral | en_ZA |
| dc.format.extent | xiii, 202 pages : illustrations | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/123597 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Cosmopolitanism | en_ZA |
| dc.subject | Educational leadership | en_ZA |
| dc.subject | Deliberative democracy -- Study and teaching | en_ZA |
| dc.subject | Social justice and education | en_ZA |
| dc.subject | School management and organization | en_ZA |
| dc.subject | UCTD | |
| dc.title | Analysing educational leadership in relation to deliberative democracy: towards a defffensible form of school leadership | en_ZA |
| dc.type | Thesis | en_ZA |