Double stimulation and transformative agency for leadership development of school learners in Southern Africa
- Authors: Grant, Carolyn
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281035 , vital:55685 , xlink:href="https://doi.org/10.1080/14681366.2020.1805495"
- Description: Learners, because of their minor status, are a virtual absence in everyday school leadership work, particularly on the African continent. School leadership, therefore, continues to be misconceived as an adult phenomenon. Framed by Cultural Historical Activity Theory, this paper reports on a Southern African Higher Education studythat engages with the Vygotskian principle of ‘double stimulation’ and its relationship to transformative agency in the context of a school-based learner leadership development initiative. One school change project was purposively selected as the case, and data were drawn from a postgraduate student research report and self-reflective journal. Drawing on the Sannino model of double stimulation, the paper explores the phases of double stimulation as well as instances of transformative agency evident in the data, and speculates about the relationship between double stimulation and transformative agency in the leadership development of learners.
- Full Text:
- Date Issued: 2022
- Authors: Grant, Carolyn
- Date: 2022
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281035 , vital:55685 , xlink:href="https://doi.org/10.1080/14681366.2020.1805495"
- Description: Learners, because of their minor status, are a virtual absence in everyday school leadership work, particularly on the African continent. School leadership, therefore, continues to be misconceived as an adult phenomenon. Framed by Cultural Historical Activity Theory, this paper reports on a Southern African Higher Education studythat engages with the Vygotskian principle of ‘double stimulation’ and its relationship to transformative agency in the context of a school-based learner leadership development initiative. One school change project was purposively selected as the case, and data were drawn from a postgraduate student research report and self-reflective journal. Drawing on the Sannino model of double stimulation, the paper explores the phases of double stimulation as well as instances of transformative agency evident in the data, and speculates about the relationship between double stimulation and transformative agency in the leadership development of learners.
- Full Text:
- Date Issued: 2022
Inclusion as social justice: Nancy Fraser’s theory in the South African context
- Musara, Ellison, Grant, Carolyn, Vorster, Jo-Anne E
- Authors: Musara, Ellison , Grant, Carolyn , Vorster, Jo-Anne E
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453493 , vital:75258 , ISBN 978-3-030-35858-7 , https://doi.org/10.1007/978-3-030-35858-7_107
- Description: Current research suggests that the meaning of inclusion and social justice is still widely contested despite the seeming global acceptance of these educational reforms in most nations. While inclusion and social justice policies are now prevalent in many countries, these concepts bear discussion because they remain elusive and thus subject to numerous interpretations. This chapter reports on conceptualizations of inclusion and social justice in the South African context by authors who live and work in South Africa. They critically examine the concept of inclusion using American critical theorist-feminist Nancy Fraser’s social justice framework. The authors demonstrate how this substantive theory of justice usefully provides conceptual tools for understanding inequalities and inequities in education. An analysis is presented of inclusion as social justice and demonstrates what it looks like in the real-life practice of a South African case. Educators will find conceptual tools aimed at creating meaningful interventions in the areas of inclusion, equity, and social justice that support diverse learners with wide-ranging needs.
- Full Text:
- Date Issued: 2021
- Authors: Musara, Ellison , Grant, Carolyn , Vorster, Jo-Anne E
- Date: 2021
- Subjects: To be catalogued
- Language: English
- Type: text , book chapter
- Identifier: http://hdl.handle.net/10962/453493 , vital:75258 , ISBN 978-3-030-35858-7 , https://doi.org/10.1007/978-3-030-35858-7_107
- Description: Current research suggests that the meaning of inclusion and social justice is still widely contested despite the seeming global acceptance of these educational reforms in most nations. While inclusion and social justice policies are now prevalent in many countries, these concepts bear discussion because they remain elusive and thus subject to numerous interpretations. This chapter reports on conceptualizations of inclusion and social justice in the South African context by authors who live and work in South Africa. They critically examine the concept of inclusion using American critical theorist-feminist Nancy Fraser’s social justice framework. The authors demonstrate how this substantive theory of justice usefully provides conceptual tools for understanding inequalities and inequities in education. An analysis is presented of inclusion as social justice and demonstrates what it looks like in the real-life practice of a South African case. Educators will find conceptual tools aimed at creating meaningful interventions in the areas of inclusion, equity, and social justice that support diverse learners with wide-ranging needs.
- Full Text:
- Date Issued: 2021
Expansive learning in the leadership development of school learners
- Grant, Carolyn, Kajee, Farhana Amod
- Authors: Grant, Carolyn , Kajee, Farhana Amod
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281072 , vital:55689 , xlink:href="https://doi.org/10.1080/13603124.2020.1836405"
- Description: In many countries across the globe, and on the African continent in particular, young people do not have a voice in matters concerning their schooling. By virtue of their minor status, opportunities for participatory decision-making and leadership in schools are restricted, despite national policies to the contrary. This is all-too-often because leadership is (mis)understood as an adult phenomenon. In this article, we present a formative intervention, ‘Learners Lead’, which aimed at developing learner voice and leadership in learners through collective involvement in school change projects. Formulated as a documentary case study, data were generated from 95 research reports, the written assessments of the students registered for the Educational Leadership and Management elective within a postgraduate qualification in a South African university. Analysis drew on the pyramid of learner voice and the theory of expansive learning to examine if, and how, leadership development in learners occurred. The study found that expansive learning’s seven learning actions provided the necessary additional theoretical tools for understanding and unpacking the stages of leadership development as the school change projects unfolded. Implications for practice and research are discussed.
- Full Text:
- Date Issued: 2020
- Authors: Grant, Carolyn , Kajee, Farhana Amod
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281072 , vital:55689 , xlink:href="https://doi.org/10.1080/13603124.2020.1836405"
- Description: In many countries across the globe, and on the African continent in particular, young people do not have a voice in matters concerning their schooling. By virtue of their minor status, opportunities for participatory decision-making and leadership in schools are restricted, despite national policies to the contrary. This is all-too-often because leadership is (mis)understood as an adult phenomenon. In this article, we present a formative intervention, ‘Learners Lead’, which aimed at developing learner voice and leadership in learners through collective involvement in school change projects. Formulated as a documentary case study, data were generated from 95 research reports, the written assessments of the students registered for the Educational Leadership and Management elective within a postgraduate qualification in a South African university. Analysis drew on the pyramid of learner voice and the theory of expansive learning to examine if, and how, leadership development in learners occurred. The study found that expansive learning’s seven learning actions provided the necessary additional theoretical tools for understanding and unpacking the stages of leadership development as the school change projects unfolded. Implications for practice and research are discussed.
- Full Text:
- Date Issued: 2020
Understanding individual, family and community perspectives on delaying early birth among adolescent girls
- Samandari, Ghazaleh, Sarker, Bidhan Krishna, Grant, Carolyn, Talukder, Aloka, Mahfuz, Sadia Nishat, Brent, Lily, Nitu, Syeda N.A., Aziz, Humaira, Gullo, Sara
- Authors: Samandari, Ghazaleh , Sarker, Bidhan Krishna , Grant, Carolyn , Talukder, Aloka , Mahfuz, Sadia Nishat , Brent, Lily , Nitu, Syeda N.A. , Aziz, Humaira , Gullo, Sara
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281153 , vital:55697 , xlink:href="https://doi.org/10.1186/s12905-020-01044-z"
- Description: Background: Pregnancy among adolescent girls in Bangladesh is high, with 66% of women under the age of 18 reporting a first birth; this issue is particularly acute in the northern region of Bangladesh, an area that is especially impoverished and where girls are at heightened risk. Using formative research, CARE USA examined the underlying social, individual and structural factors influencing married girls’ early first birth and participation in alternative opportunities (such as education or economic pursuits) in Bangladesh. Methods: In July of 2017, researchers conducted in-depth interviews of community members in two sub-districts of northern Bangladesh (Kurigram Sadar and Rajarhat). Participants (n = 127) included adolescent girls (both married and unmarredi), husbands of adolescent girls, influential adults in the girls’ lives, community leaders, and health providers. All interviews were transcribed, coded and organized using Dedoose software. Results: Participants recognize the health benefits of delaying first birth, but stigma around infertility and contraceptive use, pressure from mothers-in-law and health provider bias interfere with a girl’s ability to delay childbearing. Girls’ social isolation, lack of mobility or autonomy, and inability to envision alternatives to early motherhood compound the issue; provider bias may also prevent access to methods. While participants agree that pursuit of education and economic opportunities are important, better futures for girls do not necessarily supersede their marital obligations of childrearing and domestic chores. Conclusions: Findings indicate the need for a multi-level approach to delaying early birth and stimulating girls’ participation in economic and educational pursuits. Interventions must mitigate barriers to reproductive health care; train adolescent girls on viable economic activities; and provide educational opportunities for girls. Effective programs should also address contextual issues by including immediate members of the girls’ families, particularly the husband and mother-in-law.
- Full Text:
- Date Issued: 2020
- Authors: Samandari, Ghazaleh , Sarker, Bidhan Krishna , Grant, Carolyn , Talukder, Aloka , Mahfuz, Sadia Nishat , Brent, Lily , Nitu, Syeda N.A. , Aziz, Humaira , Gullo, Sara
- Date: 2020
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281153 , vital:55697 , xlink:href="https://doi.org/10.1186/s12905-020-01044-z"
- Description: Background: Pregnancy among adolescent girls in Bangladesh is high, with 66% of women under the age of 18 reporting a first birth; this issue is particularly acute in the northern region of Bangladesh, an area that is especially impoverished and where girls are at heightened risk. Using formative research, CARE USA examined the underlying social, individual and structural factors influencing married girls’ early first birth and participation in alternative opportunities (such as education or economic pursuits) in Bangladesh. Methods: In July of 2017, researchers conducted in-depth interviews of community members in two sub-districts of northern Bangladesh (Kurigram Sadar and Rajarhat). Participants (n = 127) included adolescent girls (both married and unmarredi), husbands of adolescent girls, influential adults in the girls’ lives, community leaders, and health providers. All interviews were transcribed, coded and organized using Dedoose software. Results: Participants recognize the health benefits of delaying first birth, but stigma around infertility and contraceptive use, pressure from mothers-in-law and health provider bias interfere with a girl’s ability to delay childbearing. Girls’ social isolation, lack of mobility or autonomy, and inability to envision alternatives to early motherhood compound the issue; provider bias may also prevent access to methods. While participants agree that pursuit of education and economic opportunities are important, better futures for girls do not necessarily supersede their marital obligations of childrearing and domestic chores. Conclusions: Findings indicate the need for a multi-level approach to delaying early birth and stimulating girls’ participation in economic and educational pursuits. Interventions must mitigate barriers to reproductive health care; train adolescent girls on viable economic activities; and provide educational opportunities for girls. Effective programs should also address contextual issues by including immediate members of the girls’ families, particularly the husband and mother-in-law.
- Full Text:
- Date Issued: 2020
Excavating the South African teacher leadership archive
- Authors: Grant, Carolyn
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281051 , vital:55687 , xlink:href="https://doi.org/10.1177/1741143217717274"
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership which includes the practice of teacher leadership is now widely accepted by practitioners and researchers alike. In contrast, in emerging democracies the practice of teacher leadership is less obvious, despite the embeddedness of the concept in policy discourse. This article takes South Africa as its case and reviews literature on teacher leadership in this emerging African democracy. It draws on published articles and unpublished postgraduate theses with a specific teacher leadership focus and loosely adopts the format of two previously published comprehensive literature reviews in organising its findings. Similar to the findings of these two literature reviews, this South African archive also shows that the majority of research in this domain is conspicuously descriptive rather than explanatory, largely atheoretical and overly reliant on small case study design. In response, this article argues that teacher leadership research must continue to be undertaken in emerging democracies but with far greater use made of critical methodologies underpinned by relevant social theory.
- Full Text:
- Date Issued: 2019
- Authors: Grant, Carolyn
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281051 , vital:55687 , xlink:href="https://doi.org/10.1177/1741143217717274"
- Description: In established democracies, the notion of ‘singular’ school leadership practised by the principal has been challenged and a more expansive approach to leadership which includes the practice of teacher leadership is now widely accepted by practitioners and researchers alike. In contrast, in emerging democracies the practice of teacher leadership is less obvious, despite the embeddedness of the concept in policy discourse. This article takes South Africa as its case and reviews literature on teacher leadership in this emerging African democracy. It draws on published articles and unpublished postgraduate theses with a specific teacher leadership focus and loosely adopts the format of two previously published comprehensive literature reviews in organising its findings. Similar to the findings of these two literature reviews, this South African archive also shows that the majority of research in this domain is conspicuously descriptive rather than explanatory, largely atheoretical and overly reliant on small case study design. In response, this article argues that teacher leadership research must continue to be undertaken in emerging democracies but with far greater use made of critical methodologies underpinned by relevant social theory.
- Full Text:
- Date Issued: 2019
“It is a thing that depends on God”
- Samandari, Ghazaleh, Grant, Carolyn, Brent, Lily, Gullo, Sara
- Authors: Samandari, Ghazaleh , Grant, Carolyn , Brent, Lily , Gullo, Sara
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281091 , vital:55691 , xlink:href="https://doi.org/10.1186/s12978-019-0757-y"
- Description: Background: Pregnancy among adolescent girls in Niger contributes to 34% of all deaths among females ages 15–19, but there is a dearth of research as to the specific contextual causes. In Zinder region, an area that is especially impoverished and where girls are at heightened risk, there is very little information on the main obstacles to improving adolescents’ health and well-being. This qualitative study examines the underlying social, individual and structural factors influencing married girls’ early first birth and participation in alternative opportunities (such as education or economic pursuits) in Niger. Methodology: In July of 2017, researchers conducted in-depth interviews with a non-probability sample of community members in three communes of Zinder Region, Niger. Participants (n = 107) included adolescent girls, husbands of adolescent girls, influential adults, community leaders, health providers, and positive deviants. All interviews were transcribed, coded and analyzed using Dedoose software. Results: Participants recognize the health benefits of delaying first birth, but stigma around infertility and contraceptive use, desire for children, and belief that childbirth is “God’s will” interfere with a girl’s ability to delay. Girls’ social isolation, lack of mobility or autonomy, and inability to envision alternatives to early motherhood compound the issue. Participants favor adolescents’ pursuit of increased economic opportunities or education, but would not support delaying birth to do so. Conclusions: Findings indicate the need for a holistic approach to delaying early birth and stimulating girls’ participation in economic and educational pursuits. Potential interventions include mitigating barriers to reproductive health care; training adolescent girls on viable economic activities; and providing educational opportunities for girls. Effective programs should also include or target immediate members of the girls’ families (husbands, parents, in-laws), influential local leaders and members of the community at large.
- Full Text:
- Date Issued: 2019
- Authors: Samandari, Ghazaleh , Grant, Carolyn , Brent, Lily , Gullo, Sara
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281091 , vital:55691 , xlink:href="https://doi.org/10.1186/s12978-019-0757-y"
- Description: Background: Pregnancy among adolescent girls in Niger contributes to 34% of all deaths among females ages 15–19, but there is a dearth of research as to the specific contextual causes. In Zinder region, an area that is especially impoverished and where girls are at heightened risk, there is very little information on the main obstacles to improving adolescents’ health and well-being. This qualitative study examines the underlying social, individual and structural factors influencing married girls’ early first birth and participation in alternative opportunities (such as education or economic pursuits) in Niger. Methodology: In July of 2017, researchers conducted in-depth interviews with a non-probability sample of community members in three communes of Zinder Region, Niger. Participants (n = 107) included adolescent girls, husbands of adolescent girls, influential adults, community leaders, health providers, and positive deviants. All interviews were transcribed, coded and analyzed using Dedoose software. Results: Participants recognize the health benefits of delaying first birth, but stigma around infertility and contraceptive use, desire for children, and belief that childbirth is “God’s will” interfere with a girl’s ability to delay. Girls’ social isolation, lack of mobility or autonomy, and inability to envision alternatives to early motherhood compound the issue. Participants favor adolescents’ pursuit of increased economic opportunities or education, but would not support delaying birth to do so. Conclusions: Findings indicate the need for a holistic approach to delaying early birth and stimulating girls’ participation in economic and educational pursuits. Potential interventions include mitigating barriers to reproductive health care; training adolescent girls on viable economic activities; and providing educational opportunities for girls. Effective programs should also include or target immediate members of the girls’ families (husbands, parents, in-laws), influential local leaders and members of the community at large.
- Full Text:
- Date Issued: 2019
'We pledge to improve the health of our entire community'
- Grant, Carolyn, Nawal, Dipty, Guntur, Sai Mala, Kumar, Manish, Chaudhuri, Indrajit, Galavotti, Christine, Mahapatra, Tanmay, Ranjan, Kunal, Kumar, Gangesh, Mohanty, Sunil, Alam, Mohammed Aftab, Das, Aritra, Jiwani, Safia
- Authors: Grant, Carolyn , Nawal, Dipty , Guntur, Sai Mala , Kumar, Manish , Chaudhuri, Indrajit , Galavotti, Christine , Mahapatra, Tanmay , Ranjan, Kunal , Kumar, Gangesh , Mohanty, Sunil , Alam, Mohammed Aftab , Das, Aritra , Jiwani, Safia
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281179 , vital:55699 , xlink:href="https://doi.org/10.1371/journal.pone.0203265"
- Description: Background: Motivation is critical to health worker performance and work quality. In Bihar, India, frontline health workers provide essential health services for the state’s poorest citizens. Yet, there is a shortfall of motivated and skilled providers and a lack of coordination between two cadres of frontline health workers and their supervisors. CARE India developed an approach aimed at improving health workers’ performance by shifting work culture and strengthening teamwork and motivation. The intervention—“Team-Based Goals and Incentives”—supported health workers to work as teams towards collective goals and rewarded success with public recognition and non-financial incentives. Methods: Thirty months after initiating the intervention, 885 health workers and 98 supervisors completed an interviewer-administered questionnaire in 38 intervention and 38 control health sub-centers in one district. The questionnaire included measures of social cohesion, teamwork attitudes, self-efficacy, job satisfaction, teamwork behaviors, equitable service delivery, taking initiative, and supervisory support. We conducted bivariate analyses to examine the impact of the intervention on these psychosocial and behavioral outcomes. Results: Results show statistically significant differences across several measures between intervention and control frontline health workers, including improved teamwork (mean = 8.8 vs. 7.3), empowerment (8.5 vs. 7.4), job satisfaction (7.1 vs. 5.99) and equitable service delivery (6.7 vs. 4.99). While fewer significant differences were found for supervisors, they reported improved teamwork (8.4 vs. 5.3), and frontline health workers reported improved fulfillment of supervisory duties by their supervisors (8.9 vs. 7.6). Both frontline health workers and supervisors found public recognition and enhanced teamwork more motivating than the non-financial incentives. Conclusions: The Team-Based Goals and Incentives model reinforces intrinsic motivation and supports improvements in the teamwork, motivation, and performance of health workers. It offers an approach to practitioners and governments for improving the work environment in a resource-constrained setting and where there are multiple cadres of health workers.
- Full Text:
- Date Issued: 2018
- Authors: Grant, Carolyn , Nawal, Dipty , Guntur, Sai Mala , Kumar, Manish , Chaudhuri, Indrajit , Galavotti, Christine , Mahapatra, Tanmay , Ranjan, Kunal , Kumar, Gangesh , Mohanty, Sunil , Alam, Mohammed Aftab , Das, Aritra , Jiwani, Safia
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281179 , vital:55699 , xlink:href="https://doi.org/10.1371/journal.pone.0203265"
- Description: Background: Motivation is critical to health worker performance and work quality. In Bihar, India, frontline health workers provide essential health services for the state’s poorest citizens. Yet, there is a shortfall of motivated and skilled providers and a lack of coordination between two cadres of frontline health workers and their supervisors. CARE India developed an approach aimed at improving health workers’ performance by shifting work culture and strengthening teamwork and motivation. The intervention—“Team-Based Goals and Incentives”—supported health workers to work as teams towards collective goals and rewarded success with public recognition and non-financial incentives. Methods: Thirty months after initiating the intervention, 885 health workers and 98 supervisors completed an interviewer-administered questionnaire in 38 intervention and 38 control health sub-centers in one district. The questionnaire included measures of social cohesion, teamwork attitudes, self-efficacy, job satisfaction, teamwork behaviors, equitable service delivery, taking initiative, and supervisory support. We conducted bivariate analyses to examine the impact of the intervention on these psychosocial and behavioral outcomes. Results: Results show statistically significant differences across several measures between intervention and control frontline health workers, including improved teamwork (mean = 8.8 vs. 7.3), empowerment (8.5 vs. 7.4), job satisfaction (7.1 vs. 5.99) and equitable service delivery (6.7 vs. 4.99). While fewer significant differences were found for supervisors, they reported improved teamwork (8.4 vs. 5.3), and frontline health workers reported improved fulfillment of supervisory duties by their supervisors (8.9 vs. 7.6). Both frontline health workers and supervisors found public recognition and enhanced teamwork more motivating than the non-financial incentives. Conclusions: The Team-Based Goals and Incentives model reinforces intrinsic motivation and supports improvements in the teamwork, motivation, and performance of health workers. It offers an approach to practitioners and governments for improving the work environment in a resource-constrained setting and where there are multiple cadres of health workers.
- Full Text:
- Date Issued: 2018
An exploratory study of Heads of Departments' responses to student calls for decolonised higher education
- Grant, Carolyn, Quinn, Lynn, Vorster, Jo-Anne E
- Authors: Grant, Carolyn , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123420 , vital:35436 , https://doi.org/10.17159/2520-9868/i72a05
- Description: Central to the tumultuous student protests of 2015 and 2016 was an urgent call for the decolonisation of South African universities. Existing curricula, including teaching and assessment practices, as well as institutional cultures and structures were challenged. Against this backdrop, in this article we focus on the academic leadership role of Heads of Departments (HoDs) at Rhodes University. In this small-scale project we interrogate how HoDs conceptualised their roles in this uncertain and complex context. From the data analysis a number of tensions emerged in the ways in which they articulated and enacted their roles. The findings indicate that the protests have contributed to the increasing complexity of the role of an HoD. Issues raised during the protests catalysed HoDs at Rhodes University, some for the first time, into considering the implications of the decolonising call from students and into exercising stronger transformative leadership roles.
- Full Text:
- Date Issued: 2018
- Authors: Grant, Carolyn , Quinn, Lynn , Vorster, Jo-Anne E
- Date: 2018
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/123420 , vital:35436 , https://doi.org/10.17159/2520-9868/i72a05
- Description: Central to the tumultuous student protests of 2015 and 2016 was an urgent call for the decolonisation of South African universities. Existing curricula, including teaching and assessment practices, as well as institutional cultures and structures were challenged. Against this backdrop, in this article we focus on the academic leadership role of Heads of Departments (HoDs) at Rhodes University. In this small-scale project we interrogate how HoDs conceptualised their roles in this uncertain and complex context. From the data analysis a number of tensions emerged in the ways in which they articulated and enacted their roles. The findings indicate that the protests have contributed to the increasing complexity of the role of an HoD. Issues raised during the protests catalysed HoDs at Rhodes University, some for the first time, into considering the implications of the decolonising call from students and into exercising stronger transformative leadership roles.
- Full Text:
- Date Issued: 2018
The socialisation and leader identity development of school leaders in Southern African countries
- Moorosi, Pontso, Grant, Carolyn
- Authors: Moorosi, Pontso , Grant, Carolyn
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281142 , vital:55696 , xlink:href="https://doi.org/10.1108/JEA-01-2018-0011"
- Description: Purpose: The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach: The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings: Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value: The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.
- Full Text:
- Date Issued: 2018
- Authors: Moorosi, Pontso , Grant, Carolyn
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281142 , vital:55696 , xlink:href="https://doi.org/10.1108/JEA-01-2018-0011"
- Description: Purpose: The purpose of this paper is to explore the socialisation and leader identity development of school leaders in Southern African countries. Design/methodology/approach: The study utilised a survey of qualitative data where data collection primarily involved in-depth interviews with school principals and deputy principals of both primary and secondary schools. Findings: Findings revealed that early socialisation to leadership transpired during childhood and early schooling at which points in time the characteristics and values of leadership integral to the participants’ leadership practice were acquired. Initial teacher training was found to be significant in introducing principalship role conception. Leader identity was also found to develop outside the context of school through pre-socialising agents long before the teaching and leading roles are assumed. Originality/value: The study presents an overview of the findings from four countries in Southern Africa, providing a complex process with overlapping stages of career socialisation. Existing research puts emphasis on formal leadership preparation as a significant part of socialisation – this study suggests alternatives for poorly resourced countries. Significantly, the paper improves our understanding that school leader identity is both internal and external to the school environment.
- Full Text:
- Date Issued: 2018
Distributed leadership in South Africa
- Authors: Grant, Carolyn
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281024 , vital:55684 , xlink:href="https://doi.org/10.1080/13632434.2017.1360856"
- Description: Distributed leadership, while an established concept in the international literature on education leadership, is slowly gaining prominence in post-apartheid South Africa. This is primarily due to its normative and representational appeal. However, of concern is that the concept has become a catch-all phrase to describe any form of devolved or shared leadership and is being espoused as ‘the answer’ to the country’s educational leadership woes. Drawing on a South African publications-based doctoral study of distributed teacher leadership (Grant 2010. “Distributed Teacher Leadership: Troubling the Terrain.” Unpublished PhD diss., University of KwaZulu-Natal, Pietermaritzburg) for its evidence, this article argues for a theoretically robust form of distributed leadership conceptualised as socio-cultural practice and framed as a product of the joint interactions of school leaders, followers and aspects of their situation (Gronn 2000. “Distributed Properties: A New Architecture for Leadership.” Educational Management and Administration 28 (3): 317–338; Spillane, Halverson and Diamond 2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34; Spillane 2006. Distributed Leadership. San Francisco: Jossey-Bass). It endorses a sequential distributed leadership framing for the South African context and calls for further empirical studies which interrogate the complex practices of distributed school leadership. For without this theoretically robust work, the article argues, distributed leadership is likely to be relegated to the large pile of redundant leadership theories and become a passing fad.
- Full Text:
- Date Issued: 2017
- Authors: Grant, Carolyn
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281024 , vital:55684 , xlink:href="https://doi.org/10.1080/13632434.2017.1360856"
- Description: Distributed leadership, while an established concept in the international literature on education leadership, is slowly gaining prominence in post-apartheid South Africa. This is primarily due to its normative and representational appeal. However, of concern is that the concept has become a catch-all phrase to describe any form of devolved or shared leadership and is being espoused as ‘the answer’ to the country’s educational leadership woes. Drawing on a South African publications-based doctoral study of distributed teacher leadership (Grant 2010. “Distributed Teacher Leadership: Troubling the Terrain.” Unpublished PhD diss., University of KwaZulu-Natal, Pietermaritzburg) for its evidence, this article argues for a theoretically robust form of distributed leadership conceptualised as socio-cultural practice and framed as a product of the joint interactions of school leaders, followers and aspects of their situation (Gronn 2000. “Distributed Properties: A New Architecture for Leadership.” Educational Management and Administration 28 (3): 317–338; Spillane, Halverson and Diamond 2004. “Towards a Theory of Leadership Practice: A Distributed Perspective.” Journal of Curriculum Studies 36 (1): 3–34; Spillane 2006. Distributed Leadership. San Francisco: Jossey-Bass). It endorses a sequential distributed leadership framing for the South African context and calls for further empirical studies which interrogate the complex practices of distributed school leadership. For without this theoretically robust work, the article argues, distributed leadership is likely to be relegated to the large pile of redundant leadership theories and become a passing fad.
- Full Text:
- Date Issued: 2017
Women's and health workers’ Voices in open, inclusive communities and effective spaces (VOICES)
- Kuhlmann, Serbert, Gullo, Sara, Galavotti, Christine, Grant, Carolyn, Cavatore, Maria, Posnock, Samuel
- Authors: Kuhlmann, Serbert , Gullo, Sara , Galavotti, Christine , Grant, Carolyn , Cavatore, Maria , Posnock, Samuel
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281190 , vital:55700 , xlink:href="https://doi.org/10.1111/dpr.12209"
- Description: Given the growing popularity of the social accountability approach to governance, we developed and tested measures of governance outcomes to evaluate maternal and reproductive health social accountability interventions. We articulate a theory of change for how CARE's Community Score Card©, a social accountability approach, 1) empowers women, 2) empowers health workers and 3) creates expanded, inclusive and effective spaces for the two to interact. Our measures worked well in surveys of women and health workers. For women, eight of 13 scales had alphas ≥.70. For health workers, five of 11 scales were ≥.70; four were .60–.69. To our knowledge, this is the first attempt to develop comprehensive measures of governance outcomes to evaluate a social accountability approach for maternal and reproductive health.
- Full Text:
- Date Issued: 2017
- Authors: Kuhlmann, Serbert , Gullo, Sara , Galavotti, Christine , Grant, Carolyn , Cavatore, Maria , Posnock, Samuel
- Date: 2017
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281190 , vital:55700 , xlink:href="https://doi.org/10.1111/dpr.12209"
- Description: Given the growing popularity of the social accountability approach to governance, we developed and tested measures of governance outcomes to evaluate maternal and reproductive health social accountability interventions. We articulate a theory of change for how CARE's Community Score Card©, a social accountability approach, 1) empowers women, 2) empowers health workers and 3) creates expanded, inclusive and effective spaces for the two to interact. Our measures worked well in surveys of women and health workers. For women, eight of 13 scales had alphas ≥.70. For health workers, five of 11 scales were ≥.70; four were .60–.69. To our knowledge, this is the first attempt to develop comprehensive measures of governance outcomes to evaluate a social accountability approach for maternal and reproductive health.
- Full Text:
- Date Issued: 2017
Schools performing against the odds
- Niacker, Inbanathan, Grant, Carolyn, Pillay, Sivanandani
- Authors: Niacker, Inbanathan , Grant, Carolyn , Pillay, Sivanandani
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281126 , vital:55694 , xlink:href="https://doi.org/10.15700/saje.v36n4a1321"
- Description: There are many schools in developing countries which, despite the challenges they face, defy the odds and continue to perform at exceptionally high levels. We cast our gaze on one of these resilient schools in South Africa, and sought to learn about the leadership practices prevalent in this school and the enablements and constraints to the school leadership practice. Underpinned by a critical realist lens, and drawing on social realist theory, this case study of one school generated data through interviews, observation, document analysis and transect walks. The school principal, one head of department and two teachers, were selected as participants. The findings indicate that the school embraced an expansive form of teacher leadership comprising leadership within and beyond the classroom. Further, the structural, cultural and agential climate was receptive to the expansive leadership. We conclude that the professional capital of teachers, together with teachers serving as social actors rather than remaining primary agents, are key resources to change and transformation in an emerging economy.
- Full Text:
- Date Issued: 2016
- Authors: Niacker, Inbanathan , Grant, Carolyn , Pillay, Sivanandani
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281126 , vital:55694 , xlink:href="https://doi.org/10.15700/saje.v36n4a1321"
- Description: There are many schools in developing countries which, despite the challenges they face, defy the odds and continue to perform at exceptionally high levels. We cast our gaze on one of these resilient schools in South Africa, and sought to learn about the leadership practices prevalent in this school and the enablements and constraints to the school leadership practice. Underpinned by a critical realist lens, and drawing on social realist theory, this case study of one school generated data through interviews, observation, document analysis and transect walks. The school principal, one head of department and two teachers, were selected as participants. The findings indicate that the school embraced an expansive form of teacher leadership comprising leadership within and beyond the classroom. Further, the structural, cultural and agential climate was receptive to the expansive leadership. We conclude that the professional capital of teachers, together with teachers serving as social actors rather than remaining primary agents, are key resources to change and transformation in an emerging economy.
- Full Text:
- Date Issued: 2016
Using assessment strategically to gestate a student thesis
- Authors: Grant, Carolyn
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281164 , vital:55698 , xlink:href="https://hdl.handle.net/10520/EJC153523"
- Description: In the context of higher education in South Africa and drawing on the author's experience as a lecturer in two higher education institutions (HEIs), this article presents her attempts to bring together - and into balance - teaching, supervision and research in an endeavour to offer a transformative learning experience for her post graduate students. It does this by foregrounding student assessment in the Master of Education (MEd) degree in the field of Educational Leadership and Management (ELM) where the development of a half thesis, underpinned by research, stands as the evidence of success. The author suggests that the MEd (ELM) degree be conceptualised differently in order that the half thesis be permitted to gestate over a two-year period. Within this conceptualisation, she argues that inspired teaching and meaningful research is best attained through a community of learning approach which seeks to foreground participatory learning, the advancement of scholarly discourse and the development of student agency. Through the use of a case study, the author provides evidence to suggest that a range of authentic assessment strategies which are purposeful and in alignment with the teaching strategies, the content and the intended outcomes of the qualification being taught are essential. She further argues that well-crafted, formative, recursive and sustainable feedback is an essential part of the gestation process.
- Full Text:
- Date Issued: 2013
- Authors: Grant, Carolyn
- Date: 2013
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281164 , vital:55698 , xlink:href="https://hdl.handle.net/10520/EJC153523"
- Description: In the context of higher education in South Africa and drawing on the author's experience as a lecturer in two higher education institutions (HEIs), this article presents her attempts to bring together - and into balance - teaching, supervision and research in an endeavour to offer a transformative learning experience for her post graduate students. It does this by foregrounding student assessment in the Master of Education (MEd) degree in the field of Educational Leadership and Management (ELM) where the development of a half thesis, underpinned by research, stands as the evidence of success. The author suggests that the MEd (ELM) degree be conceptualised differently in order that the half thesis be permitted to gestate over a two-year period. Within this conceptualisation, she argues that inspired teaching and meaningful research is best attained through a community of learning approach which seeks to foreground participatory learning, the advancement of scholarly discourse and the development of student agency. Through the use of a case study, the author provides evidence to suggest that a range of authentic assessment strategies which are purposeful and in alignment with the teaching strategies, the content and the intended outcomes of the qualification being taught are essential. She further argues that well-crafted, formative, recursive and sustainable feedback is an essential part of the gestation process.
- Full Text:
- Date Issued: 2013
PhDs by publications
- Niven, Penelope, Grant, Carolyn
- Authors: Niven, Penelope , Grant, Carolyn
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281108 , vital:55693 , xlink:href="https://doi.org/10.1080/13562517.2012.640086"
- Description: PhDs by publications are a relatively new model for doctoral research, especially in the context of the Humanities or Education. This paper describes two writers’ experiences of conducting doctoral studies in this genre and in these faculties. Each discover alternative ways of employing a body of published research papers in development of an overarching thesis. The writers argue that whilst it can be a pragmatic choice for some, PhDs by publications are more likely to be highly complex meta-narratives and that an overview of past research is fraught with theoretical, conceptual and epistemological challenges in the quest for coherence. They claim that the nomenclature ‘PhDs by publications’ or ‘through publications’ is misleading: in the epistemological space of Humanities or Education studies, this mode of doctoral research is more accurately represented as a ‘PhD with or alongside publications’. They conclude that the particular affordance of the model is that it privileges accounts of the process of knowledge building and of descriptions of the gradual emergence of ‘doctoralness’ in the person of the researcher.
- Full Text:
- Date Issued: 2012
- Authors: Niven, Penelope , Grant, Carolyn
- Date: 2012
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/281108 , vital:55693 , xlink:href="https://doi.org/10.1080/13562517.2012.640086"
- Description: PhDs by publications are a relatively new model for doctoral research, especially in the context of the Humanities or Education. This paper describes two writers’ experiences of conducting doctoral studies in this genre and in these faculties. Each discover alternative ways of employing a body of published research papers in development of an overarching thesis. The writers argue that whilst it can be a pragmatic choice for some, PhDs by publications are more likely to be highly complex meta-narratives and that an overview of past research is fraught with theoretical, conceptual and epistemological challenges in the quest for coherence. They claim that the nomenclature ‘PhDs by publications’ or ‘through publications’ is misleading: in the epistemological space of Humanities or Education studies, this mode of doctoral research is more accurately represented as a ‘PhD with or alongside publications’. They conclude that the particular affordance of the model is that it privileges accounts of the process of knowledge building and of descriptions of the gradual emergence of ‘doctoralness’ in the person of the researcher.
- Full Text:
- Date Issued: 2012
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