School Leadership and the Experience of Education under Oppression

Autor/inn/en	Deitle, Kevin; Lee, Daniel
Titel	School Leadership and the Experience of Education under Oppression
Quelle	In: International Journal of Education Policy and Leadership, 17 (2021) 12, (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-5062
Schlagwörter	Instructional Leadership; Educational History; Racial Segregation; Social Change; Archives; Ethnic Groups; Racial Discrimination; Universities; Power Structure; Role of Education; Foreign Countries; School Administration; Educational Policy; Elementary Secondary Education; Educational Experience; Personal Narratives; South Africa + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; History of education; Bildungsgeschichte; Rassentrennung; Sozialer Wandel; Archivwesen; Archiv; Ethnie; Racial bias; Rassismus; University; Universität; Bildungsauftrag; Ausland; Politics of education; Bildungspolitik; Bildungserfahrung; Erlebniserzählung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: This qualitative study examined apartheid-era South Africa, from 1948 to 1994, which established social and administrative policies that deliberately curtailed the education of Indigenous and other South Africans as a means of oppressing non-European ethnic groups. Analysis: In lieu of face-to-face interviews, the experience of education under apartheid is examined through stories and interviews submitted to the Apartheid Archives Project, curated by the University of the Witwatersrand, in Johannesburg, South Africa. The central question asks how the personal experiences of an oppressive school system, as interpreted through the framework of Freirean education, informs school leaders. Conclusion: Oppression infiltrates school systems, impinges on the educational process, and robs students of learning opportunities. In recognizing this, educators engage their responsibility as school leaders, and embrace the pivotal role education plays in social reconstruction, liberation, and humanization. (As Provided).
Anmerkungen	PDK International, Faculty of Education at Simon Fraser University, and College of Education and Human Development at George Mason University. Web site: http://journals.sfu.ca/ijepl/index.php/ijepl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01