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ERIC Number: EJ1019226
Record Type: Journal
Publication Date: 2013-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-1741-1432
Leadership in Disadvantaged Primary Schools: Two Narratives of Contrasting Schools
Oswald, Marietjie; Engelbrecht, Petra
Educational Management Administration & Leadership, v41 n5 p620-639 Sep 2013
Research has indicated that schools should be developed as inclusive learning communities that would support collaborative learning and problem solving in order to address learner diversity more effectively. This article explores school leadership as one determining factor which either affords or constrains collaborative teacher learning for inclusion in the work place. The theoretical framework of cultural-historical activity theory (CHAT) provided the broad platform from which we engaged in the study. Engeström's triangle model was employed to explore leadership in the two research schools. Leadership was framed within the democratic distributed approach to leadership: this resonates with inclusive education's strong emphasis on equality, equity and voice. A critical activity-theoretical ethnographic research design was employed from which the findings were drawn regarding school leadership. A qualitative methodology--incorporating multiple methods of data generation--informed the study. The data was organized by employing three dimensions of the two schools as activity systems: rules, community and division of labour. The findings provided irrefutable evidence that school leadership in the two historically disadvantaged primary schools profoundly affected teacher learning for inclusion.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Reports - Research; Journal Articles
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa