prof jan heystek department of education policy studies faculty of education university of...
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School leader’s identity in ethnical diverse primary schools in South Africa and England. Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch [email protected]. 11. 7. 3. 1. 5. 12. 6. 2. 8. 9. Lusikisiki. 10. 4. - PowerPoint PPT PresentationTRANSCRIPT
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Prof Jan HeystekDepartment of Education Policy Studies
Faculty of EducationUniversity of Stellenbosch
[email protected] 2011
School leader’s School leader’s identity in identity in ethnical diverse ethnical diverse primary schools primary schools in South Africa in South Africa and Englandand England
http://www.infoplease.com/atlas/country/southafrica.html
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Lusikisiki
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DiversityDiversity
• Language, race, ethnicity
• Gender
• Learner ability and needs
• Socio economic environment
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South Africa school contextSouth Africa school context
• Eleven official languages
•24 751 schools
• In most schools there is one ethnic group dominates
• At 1994, about 3000 former white, Coloured and Indian schools;
• After 1994 learner composition changed
• Currently most of former white, Coloured and Indian schools
with large number of African learners
• England similar situation, learner population change,
teacher population limited changeHasselt 2010
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IdentityIdentity
• You cannot think diversity loose from identity
• Identity is the building foundation for diversity
• Individual identity
• Group identity
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Scale and intensity of diversityScale and intensity of diversity• Europe – immigrants; small percentage of population• US – permanent residents –
• European and native American• Afro Americans• Immigrants - Spanish speaking
• South Africa • Permanent residents• Immigrants – Africa?
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Social researcherSocial researcher
• Objectivity and subjectivity
• Own identity and life world
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• Students (teachers) in Advanced certificate and Honours programs
• Twelve venues in the country
• 2545 completed questionnaires
SampleSample
Table 1: Racial classificationFirst phase
African 2472
Coloured 31
Indian 13
White29
African 248
Table 2: Phase 2
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"VR 10"; W eighted MeansC urrent effec t: F(11, 2372)=342.91, p=<0.01 K rus kal-W allis p<0.01
Effec tive hypothes is decom pos itionVertical bars denote 0.95 confidence intervals
AfrikaansEnglish
Is iNdebeleSepedi
Ses othoS iSw ati
XitsongaSetsw ana
Ts iVendaIs iXhosa
Is iZuluO ther
VR 10
none
0-20%
21-40%
41-60%
61-80%
81-100%
VR
41(IsiXhosa)
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The case studies The case studies
South Africa – three school
England - one school
Interviews
• Principals of schools
• Senior management team / teachers
• Learners
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TheoryTheory
Social capital (Something valuable – if not used – become depleted)
Social reproduction (Critical theory perspective)
Social identity theory Social identity theory (Tajfel)
• In and out group
• Advantage in group
• In and out group may differ in and out side school context
• Power to make decisions
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Identity• Who am I?
• See it in the SA context• My personal identity in the school / community identity
Diversity• Difficult to define diversity – • Race is obvious• The rest is vague
The other - in a micro and macro context• Dominant group determines us and them• Who is dominant group in SA context• (White teacher ) school in dominant African South African context
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• Leaders are not trained or supported for the diversity
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Lead and manage diversityLead and manage diversity
Change the structure
• New policies
• Learner composition
•Teacher composition
Agency to change it• Leader• People• Attitude• Motivation