The School Governing Bodies conceptualization of ulwaluko in school-based policies: Towards a deconstructed educational leadership and management framework
- Gqeba, Nokuzola Gloria https://orcid.org/ 0000-0002-9009-2150
- Authors: Gqeba, Nokuzola Gloria https://orcid.org/ 0000-0002-9009-2150
- Date: 2021-07
- Subjects: Initiation rites
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20057 , vital:45104
- Description: Ulwaluko (male initiation), one of the African traditions, which serves as transitional rite of passage from boyhood, has evolved over time, through the colonial era, apartheid regime and the current dispensation (Ntsebeza, 2004). Evidence indicates that within the South African context, the majority of candidates of Ulwaluko are males of school-going age. Ulwaluko is said to be a school where initiates are taught, yet there is no link between ulwaluko and formal schooling. Therefore, the study examines the extent to which School Governing Bodies (SGBs) conceptualize ulwaluko in the school-based policies. The study used theoretical lenses of Hall’s ‘Third Space’ or hybridity, as well as Decoloniality, qualitative approach, and a Case Study Design. For this study, two high schools were purposely sampled, with a total of twelve participants that included Principals, SGB Chairpersons, and SGB Educator Representatives, Representatives of Learners and Ordinary SGB members. In-depth interviews and document reviews were employed as research instruments. The findings of the study suggest that even though ulwaluko seemed to affect the management of the two schools, it was not explicitly addressed in their policies. Ulwaluko is reluctantly and cautiously addressed informally. Lastly, the schools were reportedly reluctant to open debates on how ulwaluko could be accommodated for fear of “contaminating” school protocols with the African culture, which they thought did not belong in schools. The study makes various suggestions to build a strong relationship between ulwaluko and formal school practices. One of the main recommendations is the integration of ulwaluko into the mainstream education system through school governance and school-based policy. The study also proposes a deconstructed leadership and management framework that places African cultural practices such as Ulwaluko into the mainstream of management and curriculum. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-07
- Authors: Gqeba, Nokuzola Gloria https://orcid.org/ 0000-0002-9009-2150
- Date: 2021-07
- Subjects: Initiation rites
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/20057 , vital:45104
- Description: Ulwaluko (male initiation), one of the African traditions, which serves as transitional rite of passage from boyhood, has evolved over time, through the colonial era, apartheid regime and the current dispensation (Ntsebeza, 2004). Evidence indicates that within the South African context, the majority of candidates of Ulwaluko are males of school-going age. Ulwaluko is said to be a school where initiates are taught, yet there is no link between ulwaluko and formal schooling. Therefore, the study examines the extent to which School Governing Bodies (SGBs) conceptualize ulwaluko in the school-based policies. The study used theoretical lenses of Hall’s ‘Third Space’ or hybridity, as well as Decoloniality, qualitative approach, and a Case Study Design. For this study, two high schools were purposely sampled, with a total of twelve participants that included Principals, SGB Chairpersons, and SGB Educator Representatives, Representatives of Learners and Ordinary SGB members. In-depth interviews and document reviews were employed as research instruments. The findings of the study suggest that even though ulwaluko seemed to affect the management of the two schools, it was not explicitly addressed in their policies. Ulwaluko is reluctantly and cautiously addressed informally. Lastly, the schools were reportedly reluctant to open debates on how ulwaluko could be accommodated for fear of “contaminating” school protocols with the African culture, which they thought did not belong in schools. The study makes various suggestions to build a strong relationship between ulwaluko and formal school practices. One of the main recommendations is the integration of ulwaluko into the mainstream education system through school governance and school-based policy. The study also proposes a deconstructed leadership and management framework that places African cultural practices such as Ulwaluko into the mainstream of management and curriculum. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-07
Leadership experiences of six female deans in South African universities
- Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Authors: Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Date: 2021-06
- Subjects: Women in higher education , Educational leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26197 , vital:64957
- Description: The leadership of universities should be aware of and acknowledge the needs of female academics in order to facilitate the creation of an atmosphere that is welcoming to women. Currently, the needs of female academics are not being met by universities. In this study, the experiences of women from the Eastern Cape Province who have held positions as faculty deans in South African universities are investigated from the perspective of leadership. The interpretive paradigm was utilised throughout this qualitative research project. As a means of gathering information for the study, an interview guide with a structured format was combined with personal diaries. The questioning during the interview itself was unstructured because it was determined by the responses received from the people being interviewed. Interviews were conducted with six female deans from three different universities, using a technique called convenience sampling. After finishing the interview using an audio recorder, the recording was transcribed, and a technique called thematic analysis was applied to it. Because the study used theoretical lenses, the standpoint theory and feminist empiricism were both used in its analysis. According to the findings, despite the fact that South Africa has taken steps to ensure that men and women have equal opportunities and that legislation such as the Employment Act has been passed, women continue to face obstacles when trying to occupy higher leadership positions. Even though the study was not explicit in terms of the support they get from their colleagues, they mentioned the lack of support from their male counterparts. They experienced some major challenges as a result of the interaction between their leadership roles and the roles they held in their organisations. The participants suggested the underlying masculine conceptualization of leadership in their day-to-day interactions, such as working after hours and extensive travel, both of which were in conflict with their roles as mothers. According to the suggestions that have been made, the execution of the leadership roles and responsibilities shouldn't just be seen from a man's point of view. The performance of these roles ought to take into account gender sensitivity at every stage. Since things have not really moved in the direction that was anticipated, the government of South Africa ought to move more quickly to implement the equality law. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
- Authors: Mankayi, Mandisa https://orcid.org/0000-0002-6732-8559
- Date: 2021-06
- Subjects: Women in higher education , Educational leadership
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10353/26197 , vital:64957
- Description: The leadership of universities should be aware of and acknowledge the needs of female academics in order to facilitate the creation of an atmosphere that is welcoming to women. Currently, the needs of female academics are not being met by universities. In this study, the experiences of women from the Eastern Cape Province who have held positions as faculty deans in South African universities are investigated from the perspective of leadership. The interpretive paradigm was utilised throughout this qualitative research project. As a means of gathering information for the study, an interview guide with a structured format was combined with personal diaries. The questioning during the interview itself was unstructured because it was determined by the responses received from the people being interviewed. Interviews were conducted with six female deans from three different universities, using a technique called convenience sampling. After finishing the interview using an audio recorder, the recording was transcribed, and a technique called thematic analysis was applied to it. Because the study used theoretical lenses, the standpoint theory and feminist empiricism were both used in its analysis. According to the findings, despite the fact that South Africa has taken steps to ensure that men and women have equal opportunities and that legislation such as the Employment Act has been passed, women continue to face obstacles when trying to occupy higher leadership positions. Even though the study was not explicit in terms of the support they get from their colleagues, they mentioned the lack of support from their male counterparts. They experienced some major challenges as a result of the interaction between their leadership roles and the roles they held in their organisations. The participants suggested the underlying masculine conceptualization of leadership in their day-to-day interactions, such as working after hours and extensive travel, both of which were in conflict with their roles as mothers. According to the suggestions that have been made, the execution of the leadership roles and responsibilities shouldn't just be seen from a man's point of view. The performance of these roles ought to take into account gender sensitivity at every stage. Since things have not really moved in the direction that was anticipated, the government of South Africa ought to move more quickly to implement the equality law. , Thesis (PhD) -- Faculty of Education, 2021
- Full Text:
- Date Issued: 2021-06
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