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ERIC Number: EJ939311
Record Type: Journal
Publication Date: 2004
Pages: 18
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0159-6306
Structural Change, Leadership and School Effectiveness/Improvement: Perspectives from South Africa
Fleisch, Brahm; Christie, Pam
Discourse: Studies in the Cultural Politics of Education, v25 n1 p95-112 2004
This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions--in South Africa's case, the political transition from apartheid to democratic government. These structural conditions and specific historical contexts are often glossed over in models of school effectiveness/improvement. Through an analysis of dysfunctional and resilient schools as a legacy of apartheid, and of the slow reconstruction of education in the post-apartheid period, the article argues for the importance of political legitimacy and authority in school improvement. The article concludes by suggesting that states in transition require a different theoretical lens in order to understand the impact of wider social changes on schools. In such societies, the establishment of legitimacy and authority is a precondition for sustainable effectiveness and improvement, and this has implications for theorising the role of leadership in school change more generally. (Contains 1 figure and 5 notes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa