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School Leadership and the Experience of Education Under Oppression.

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Title: School Leadership and the Experience of Education Under Oppression.
Authors: Deitle, Kevin1, Lee, Daniel2
Source: International Journal of Education Policy & Leadership. 2021, Vol. 17 Issue 12, p1-15. 15p.
Subject Terms: *Educational leadership, *School administrators, Oppression, Socialization, Ethnic groups
Geographic Terms: South Africa, Johannesburg (South Africa)
Company/Entity: University of the Witwatersrand (Johannesburg, South Africa)
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Education Policy & Leadership is the property of International Journal of Education Policy & Leadership (Center for Education Policy) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: School Leadership and the Experience of Education Under Oppression.
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Education+Policy+%26+Leadership%22">International Journal of Education Policy & Leadership</searchLink>. 2021, Vol. 17 Issue 12, p1-15. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br /><searchLink fieldCode="DE" term="%22Oppression%22">Oppression</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+groups%22">Ethnic groups</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Johannesburg+%28South+Africa%29%22">Johannesburg (South Africa)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22University+of+the+Witwatersrand+%28Johannesburg%2C+South+Africa%29%22">University of the Witwatersrand (Johannesburg, South Africa)</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of International Journal of Education Policy & Leadership is the property of International Journal of Education Policy & Leadership (Center for Education Policy) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.22230/ijepl.2021v17n12a1143
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        Text: English
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      – SubjectFull: Oppression
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              Text: 2021
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