Evoking edupreneurial leadership towards social justice among historically disadvantaged communities

ABSTRACT

In this qualitative article, we argue that marginalized spaces in historically disadvantaged school settings, such as in the case of a marginalized group of people, an out-group in the South African society, can become counter-spaces of comfort and nurturance. Spaces in historically disadvantaged communities are usually perceived in the dominant discourse as locations of deficiencies. We use Critical Race Theory and Latina/Latino Critical Theory framework (CRT and LatCrit) to contest dominant ideologies; especially the historically disadvantaged who often display human agency and transformational resistance. In addition, through the framework of Edupreneurial leadership theory we set out to explore how school practices incorporate cultural forms of knowledge, balancing the external and internal functions of the school to realize a conducive environment for effective school development. Fifteen participants were chosen through purposeful sampling and snowballing from five different schools in the Western Cape province of South Africa. Semi-structured interviews were used to generate data from different sets of participants; then analyzed where various themes crystallized responding to the research questions. The findings foreground the way in which historically disadvantaged learners’ home lives, community initiatives and particular school practices lead strategies of resistance to challenge oppressive structures.

Acknowledgments

This work was supported by the National Research Foundation under Grant number TTK 150610119112.

Disclosure statement

No potential conflict of interest was reported by the authors.

Data availability statement

The data that support the findings of this study are available from the corresponding author, [Author 1] upon reasonable request.

Notes

1. In South Africa, a school governing body consists of parents, school principal, representatives of the learners, and teaching and non-teaching staff. Parents must always be in the majority.

Additional information

Funding

This work was supported by the National Research Foundation (RSA) [TTK 150610119112].

Notes on contributors

Desireé Pearl Larey

Desireé Pearl Larey, PhD is a lecturer in the School of Education Studies at the University of the Free State. Her research focusses on post-apartheid education policy, school development and change, leadership, curriculum and pedagogy. The author´s work is informed by the social theory of Pierre Bourdieu, Critical Race Theory and Latina/o Critical Race Theory, Theories of Rurality and Neoliberalism. She employs qualitative methods to explore educational outcomes for learners in historically disadvantaged communities.

Adré Le Roux

Adré le Roux, PhD is a senior lecturer in the Faculty at the University of the Free State. She facilitates modules in Philosophy of Education and Policy Studies in Education on both undergraduate and post-graduate level. Her research interests center on teacher education and issues related to teaching for social and eco justice. She is in particular interested in post-qualitative research and the possibilities of pedagogical practices as opportunities for pre-service teachers to experiment with alternative socio-political collectivities.

Lynette Jacobs

Lynette Jacobs, PhD is doing research in Comparative Education and Education Policy Studies. She is head of research at Open Distance Learning on the South Campus of the University of the Free State. Her research focuses specifically on the problem of violent and disruptive behavior in schools, but also on issues of victimization and marginalization within education systems. She regularly publishes and present her research locally as well as internationally.