Gendered leadership stereotypes in disadvantaged rural school communities
- Authors: Edwards, Graeme , Perumal, Juliet Christine
- Date: 2014
- Subjects: Gender stereotyping , Educational leadership , Disadvantaged school communities
- Type: Article
- Identifier: uj:6140 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13183
- Description: Within rural contexts where patriarchal traditions and perspectives of leadership exist, the role of the school principal is typically associated with stereotypical male leadership traits. This study investigated traditional stereotypical views of leadership and how these might manifest in the leadership of schools in disadvantaged rural communities. The aim of this qualitative study was to determine if the gender specific stereotypical view of leadership existed in the Historical Schools which formed part of this study. Whilst there were some stereotypical leadership practices, the study found notable exceptions. The exceptions were specifically found with respect to a gender stereotypical view of spiritual and servant leadership.
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The historic schools and their influence : women in school leadership in upholding the legacy
- Authors: Edwards, Graeme , Perumal, Juliet Christine
- Date: 2014
- Subjects: Historical Schools Restoration Project , Women in educational leadership
- Type: Article
- Identifier: uj:6141 , ISBN 978-84-617-2484-0 , http://hdl.handle.net/10210/13184
- Description: Many of the leaders in the fight against Apartheid received their education from a group of schools, which are now part of the Historical Schools Restoration Project (HSRP). This study investigated the philosophy and approach to education that these leaders received. It also explored the historical evolution of the schools, the impact of Apartheid on the schools and the current ethos and leadership philosophies that the schools subscribe to. This qualitative research drew on the tenets of an historical design research. The aim of this paper is to present the significance of the schools from an historical as well as a present day perspective. It reflects on the history of a sample of schools that form part of the HSRP. It also explored the interface between these schools historical connecteness and present day experiences, and the juncture between historical connectness and the concept of the ‘African Child’.
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