Distinctive features of schools in multiple deprived communities in South Africa
Distinctive features of schools in multiple deprived communities in South Africa
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南非多个贫困社区学校的特色
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
T. Nkambule
中科院分区：
文献类型：
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作者：
F. Maringe;A. Masinire;T. Nkambule
南非有很大一部分学校受到多重剥夺的影响。过去20年的民主倾向于通过修订课程和一系列以纠正为导向的干预措施，通过应用我们所说的一刀切的政策方法来改革教育。这篇论文认为，一刀切的政策应用未能认识到特定学校面临的背景挑战。这项研究的中心目的是发现多个贫困社区的学校面临的具体挑战和领导问题，并确定这些学校如何应对这些挑战。这项研究是通过对该国最贫穷省份之一的三所学校进行个案研究的方法进行的。共有3名校长、3名家长和26名教师接受了采访。研究发现，虽然这三所学校都有许多相似的贫困状况，导致穷人表现不佳，但成功的故事往往与四个关键因素密切相关：(1)领导力超越了常规的教学重点；(2)员工的稳定性；(3)允许家长参与的灵活时间表；(4)对全校项目的关注，该项目是整个学校的凝聚点和骄傲之源。这篇论文指出，在面临多重剥夺的学校中，基于资产的领导方式和服务式领导方式具有生成性。论文最后呼吁更多以学校为基础的改善举措，寻求审问多重剥夺因素的影响，并将广泛的政策重新定向到学校改善而不是教育改革，这在过去20年一直是重点。
Multiple deprivation affects a large proportion of schools in South Africa. The past 20 years of democracy have tended to focus on reforming education through curricula revision and a raft of redress-directed interventions, through the application of what we call a broad-brush policy approach. The paper argues that a broad-brush policy application fails to recognise the contextualised challenges faced in specific schools. The central purpose of the research was to discover the specific challenges and leadership issues that schools in multiple deprived communities face, and to identify ways in which such schools dealt with these challenges. The research was conducted through a case study approach of three schools in one of the most impoverished provinces of the country. In total 3 principals, 3 parents and 26 teachers were interviewed. The study found that while the three schools shared many similar conditions of poverty that drove the poor to marginal performance, stories of success tended to be strongly related to four key factors: (1) leadership that went beyond an ordinary focus on instruction; (2) staff stability; (3) flexible scheduling that allowed parental involvement; and (4) a focus on a school-wide project that acted as a rallying point and a source of pride for the entire school. The paper identifies asset-based leadership and servant leadership approaches as generative in schools facing multiple deprivation. The paper concludes with a call for more school-based improvement initiatives that seek to interrogate the impact of factors of multiple deprivation, and a broad policy redirection towards school improvement rather than educational reform, which has been the focus in the past 20 years.