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- Title
Governance in South African schools: Democratic advancement or hindrance?
- Authors
Davids, Nuraan
- Abstract
The introduction of school governing bodies in South African schools has largely been motivated by a democratic discourse of communal participation, belonging and accountability. How this has been interpreted has seemingly been limited to understandings of parental participation in the daily functioning of schools. In turn, research on school governing bodies has focused extensively on two contrasting narratives, underscored by an imbalance of power – that is, either the incapacity of parents to fulfil their mandate, or a dominance of parental involvement, which often undermines the principal's authority. Very little, if any, attention has been afforded to the role of school governing bodies in relation to democratising and diversifying schools. By paying particular attention to the roles and responsibilities of parents on school governing bodies, this article considers two inter-related questions. Do current practices and actions of school governing bodies promote or hamper the democratising agenda, necessary for the transformation of schools? How can school governing bodies, and specifically parents, contribute to the transformation of schools that extend beyond parochial conceptions of parental involvement?
- Subjects
SCHOOL boards; PARENT attitudes; DEMOCRATIZATION; SOCIAL responsibility; NARRATIVES
- Publication
Educational Management Administration & Leadership, 2022, Vol 50, Issue 3, p436
- ISSN
1741-1432
- Publication type
Article
- DOI
10.1177/1741143220937306