Transcript PRESENTATION/AANBIEDING 21 MEI 2010

Japie Spies
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This research addresses the question:
“how the neo-liberal discourses manifest in
leadership practises of headmasters in rural
schools.”
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The powerful neo-liberal discourse puts
exceptional demands on leadership practises in
schools.
The role of headmaster are being redefined in
struggles over policy and practice.
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I focus on how the neo-liberal discourses manifest
in the leadership practises of the headmaster in
rural schools:
This paper investigates the inter relationships
between policy, leadership and governance in
schools
and how it manifests in the leadership practices in
schools.
The focus is on how leadership identities and
practices are produced and shaped through
discourses on policy and governance in schools
And how leadership practices can respond to such
policy and governance discourses.
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It focuses on Foucault’s concept of
governmentality
and the critical angle it provides for an analysis of
neo-liberalism,
and the application of the conceptual lenses of
field, habitus, economics and practice of Bourdieu
Using : Phenomenology as research design
An approach which attempts to understand the
hidden meanings and the essence of an experience
together with how participants (headmasters)
make sense of these (Grbrich 2007:84)
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And Constructivism: As Theoretical Paradigm
(Nature of reality)
The world is constructed and experienced by
people (headmasters) in their interactions with
each other and with wider social systems (rural
schools)
(Nature of knowledge)
Knowledge is about the way in which people
(Headmasters of rural schools) make meaning
in their lives, not just that they make meaning,
but what meaning they make
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Neo-liberalism is a theory (Harvey 2006:145):
 “human well-being can best be advanced by
entrepreneurial freedoms within an framework
of private property rights, individual liberty,
free markets and free trade.
 The role of the state
 Markets
 State interventions in markets must be kept to a
bare minimum (Harvey 2006: 145).
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became part of the way of thinking and the
logic (Read 2009:25).
Established as a global set of rules.
dominant force in forming education through
policy (Rizvi & Lingard 2009:22)
produces policy that is based on five values:
the individual, freedom of choice, market
security, laissez faire and minimal government
(Larner 2000:7)
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Foucault’s notion of governmentality addresses
both the practices, and the rationale by which
these practices appear ‘normal’.
In looking at the modern state, Foucault
developed the terms ‘biopower’ and
‘biopolitics’ (Foucault 1991: 73).
biopolitical governmentality includes al forms
of control measures of individuals were they
are regulated according to the rules of
maximum economy. (Hamman 2009:41)
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I use Bourdieu’s work to think of the interplay
between the practices of headmasters, each with a
particular habitus, working across a number of
fields with different power structures, hierarchies
of influence, and logics of practice.
Rawole & Lingard (2008:730) suggest that when
Bourdieu talks of practice, he indicates three
interconnected associations, namely:
the carrying out of a activity,
the naming of a process and
to differentiate from theories about practice
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The decentralized decision-making powers that the
South African Schools Act (SASA) of 1996
delegates to schools manifest in different ways in
the different rural schools in one town:
The effective functioning of School Governing
Body (SGB), depends on the social- and culture
economics of the members of the body.
Section 20 gave basic management powers to all
schools, and schools that had the capacity to
manage their own budgets were given additional
Section 21 capacity.
The practice of school fee relief puts a lot of
pressure on Section 21 schools.
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Schools did acquire more decentralized decisionmaking powers.
There is an increase in the use of evaluation and
quality control measures.
Schools (headmasters) have to organize themselves
according to targets, indicators and evaluations
and are held accountable for the results.
The headmasters make use of a variety of practice
practice to cope.
As a result of school choice there is a lot of
pressure on X model C schools in rural areas.
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Created: 2011/02/22 12:08:29 AM (Super)
Codes (3):
[SKOOLHOOF AGTERGROND] [SKOOLHOOF ONDERVINDING] [SKOOLHOOF
OPLEIDING]
Quotation(s): 13
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P 2: O1:SH1:SV:LS:JS:M:O - 2:32 [Ek wil met u gesels oor uself...] (134:135) (Super)
Codes:
[SKOOLHOOF AGTERGROND - Family: SKOOLHOOF PERSOON]
No memos
Die eerste jaar het ek dit reggekry dat ek in Oudshoorn kon begin. My liefde vir musiek het gemaak
dat ek , omdat Oudtshoorn-kollege nie Musiek het nie, het dit gemaak dat ek oorgeplaas is na Bellville
kollege toe. en daar het ek my musiek uitgelewe. En hier kom ek toe in aanraking met my hoof - hy
doen toe sy derde jaar. Hy soek toe 'n Musiek-onderwyser. En ek doen aansoek. Daai jaar het ek net
aansoek gedoen vir die een pos en ek kry hom ook toe. En dit is waar ek tans is vanaf 1983.
P 2: O1:SH1:SV:LS:JS:M:O - 2:34 [So u het in 1983 hier begin. W..] (137:139) (Super)
Codes:
[SKOOLHOOF ONDERVINDING - Family: SKOOLHOOF PERSOON]
No memos
So u het in 1983 hier begin. Wanneer het u skoolhoof geword?
Ek het begin waarneem 11 Oktober 1996 en is amptelik aangestel 1 Januarie 1998.
So dit is so 13 jaar gelede.
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HU: HU1
File:
[C:\Users\Spies\Desktop\HU1.hpr6]
Edited by:
Super
Date/Time:
2011/03/12 05:24:13 AM
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Code Family: FINANSIES
Created: 2011/02/21 11:12:28 PM (Super)
Codes (7):
[FINANSIES FONDSINSAM] [FINANSIES SKOOLGELDE] [FINANSIES STAAT] [OUERS EKONOMIESE KAPITAAL]
[SHOOF UITDAG FINANSIES] [SHOOF VAARDIG FINASIES] [SKOOL FINANSIES]
Quotation(s): 18
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Code Family: GEBOUE EN TERREIN
Created: 2011/02/21 11:13:05 PM (Super)
Codes (3):
[SKOOL FISIESE BEHOEFTES] [SKOOL GEBOUE] [SKOOL TERREIN]
Quotation(s): 15
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Code Family: KAPITAAL EKONOMIES
Created: 2011/02/21 11:16:40 PM (Super)
Codes (8):
[FINANSIES FONDSINSAM] [FINANSIES SKOOLGELDE] [FINANSIES STAAT] [OUERS EKONOMIESE KAPITAAL]
[OUERS INKOMSTE] [SHOOF UITDAG FINANSIES] [SHOOF VAARDIG FINASIES] [SKOOL FINANSIES]
Quotation(s): 24
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Code Family: KAPITAAL KULTUREEL
Created: 2011/02/21 11:16:57 PM (Super)
Codes (5):
[LEERDERS GEL/GES] [OUERS GELETTERDHEIDVLAK] [OUERS KULTURELE KAPITAAL] [PERS SKOOL
OPLEIDING] [SKOOLHOOF OPLEIDING]
Quotation(s): 16
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Code Family: KAPITAAL SOSIAAL
Created: 2011/02/21 11:17:11 PM (Super)
Codes (1):
[OUERS SOSIALE KAPITAAL]
Quotation(s): 0
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