School Leadership and the Experience of Education Under Oppression

International Journal of Education Policy and Leadership

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Field Value
 
Title School Leadership and the Experience of Education Under Oppression
 
Creator Deitle, Kevin
Lee, Daniel
 
Description Background: This qualitative study examined apartheid-era South Africa, from 1948 to 1994, which established social and administrative policies that deliberately curtailed the education of Indigenous and other South Africans as a means of oppressing non-European ethnic groups.
Analysis: In lieu of face-to-face interviews, the experience of education under apartheid is examined through stories and interviews submitted to the Apartheid Archives Project, curated by the University of the Witwatersrand, in Johannesburg, South Africa. The central question asks how the personal experiences of an oppressive school system, as interpreted through the framework of Freirean education, informs school leaders.
Conclusion: Oppression infiltrates school systems, impinges on the educational process, and robs students of learning opportunities. In recognizing this, educators engage their responsibility as school leaders, and embrace the pivotal role education plays in social reconstruction, liberation, and humanization.
 
Publisher IJEPL is a joint publication of Simon Fraser University, the University of Delaware, and PDK International.
 
Date 2021-12-21
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
research-article
 
Format application/pdf
 
Identifier https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/1143
10.22230/ijepl.2021v17n12a1143
 
Source International Journal of Education Policy and Leadership; Vol. 17 No. 12 (2021): School Leadership and the Experience of Education Under Oppression; 15 pp
1555-5062
 
Language eng
 
Relation https://journals.sfu.ca/ijepl/index.php/ijepl/article/view/1143/313
 
Rights Copyright (c) 2021 Kevin Deitle, Daniel Lee
https://creativecommons.org/licenses/by-nc-sa/4.0
 

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