Education Policy and Social Justice: The Experience of South African School Principals.
Turnbull, Margaret
Abstract: This research sought to provide insight into how school principals make sense of and promote social justice in their schools in South Africa. Data from interviews with principals and staff in one province reveal their interpretation of social justice and the leadership frameworks which appear to support the delivery of social justice. They also reveal how principals' efforts to promote social justice are constrained by government policies and individuals' ability and understanding, at a national or provincial level, and the influence of the community surrounding the school on their attempts to promote social justice. Furthermore, the data indicate that despite principals' attempts to promote social justice, the school context together with external political and economic factors significantly constrain their successes. Hence education in South Africa continues to struggle to deliver social justice to the majority of learners. [ABSTRACT FROM AUTHOR]
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Key words: EDUCATION & state；RESEARCH；SCHOOL principals；SOUTH Africa；SOCIAL justice
总结：研究试图更深入地了解学校的校长怎么做的意识，在他们的学校在南非促进社会公平。从访谈校长和工作人员在一个省的数据显示社会正义的解释并出庭支持社会正义的交付的领导框架。他们还透露有校长的能力，在国家或省级，和周围的学校在他们的努力促进社会正义社会的影响“努力促进社会公平是政府的政策和个人的约束”。此外，数据表明，尽管校长的努力，以促进社会公正，学校环境与外部的政治和经济因素显著限制了他们的成功。因此，教育在南非继续努力实现社会公正。
来源：International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)). 2014, Vol. 42 Issue 2, p97-109. 13p.