Alternation最新文献_第7页

School Leadership Theory and Pactice in Times of COVID-19: Our Learnings from a National Webinar 新冠肺炎时代的学校领导理论与实践——全国网络研讨会的经验教训

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/v28n1a2

I. Naicker, V. Chikoko

{"title":"School Leadership Theory and Pactice in Times of COVID-19: Our Learnings from a National Webinar","authors":"I. Naicker, V. Chikoko","doi":"10.29086/2519-5476/2021/v28n1a2","DOIUrl":"https://doi.org/10.29086/2519-5476/2021/v28n1a2","url":null,"abstract":"While the coronavirus disease 2019 (COVID-19) in South Africa has made visible the adaptability of some schools to effortlessly transition to the ‘new normal’ in terms of school organisation and functionality, many public schools, mainly the under-resourced dysfunctional cohort of schools, have struggled to come to terms with the different conditions. Similar to other developing economies, this is ascribed, in part, to poor school leadership. Although scholarship on school leadership theory and practice in times of a pandemic is non-existent, what is clear is that conventional notions of school leadership will not be useful in navigating schools through this tumultuous, uncertain and volatile period. In this article, we draw on data from a national school leadership webinar to respond to the question: What can be learnt from the webinar on school leadership theories and practices that can make a difference to school functionality in the context of COVID-19? In this qualitative study, we purposively selected the presentations of four academics in education leadership and two practitioners, one, a school principal and the other a circuit manager. We drew on a grounded theory approach and inductively analysed the narratives of the participants. Our findings on what promotes functional schools in times of a pandemic seem to point to school leadership theories and practices that support school resilience; that foster an ethic of collective care; and those that scaffold a reculturing and restructuring of school spaces. Drawing from our findings, School Leadership Theory and Practice 25 we offer liberation school leadership (LSL) as a proactive leadership approach to assist schools in times of crises.","PeriodicalId":90425,"journal":{"name":"Alternation","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47467496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards a Counter-narrative: Why Dissent/ Agonism Might have Appeal in a Neoliberal Higher Education Space! 走向反叙事:为什么异议/斗争在新自由主义的高等教育空间可能具有吸引力!

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/v28n2a9

S. Maistry, S. Blignaut, P. Du Preez, L. le Grange, L. Ramrathan, S. Simmonds

引用次数: 1

The Perceptions and Experiences of School Management Teams and Teachers regarding Continuing Professional Development of Teachers in Digital Literacy amidst the COVID-19 Pandemic 2019冠状病毒病大流行期间，学校管理团队和教师对数字素养教师持续专业发展的看法和经验

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/v28n1a13

J. Wade

{"title":"The Perceptions and Experiences of School Management Teams and Teachers regarding Continuing Professional Development of Teachers in Digital Literacy amidst the COVID-19 Pandemic","authors":"J. Wade","doi":"10.29086/2519-5476/2021/v28n1a13","DOIUrl":"https://doi.org/10.29086/2519-5476/2021/v28n1a13","url":null,"abstract":"Since the coronavirus disease 2019 (COVID-19) pandemic gripped the world in 2020, the South African government, through the National Coronavirus Command Council (NCCC), introduced rigid regulations to curb the deadly novel coronavirus from spreading. The forced closure of schools was a bold step to take in order to manage the surge of the pandemic and save lives. While many schools resorted to online teaching, it became evident that many teachers lacked the necessary digital skills to manage online teaching programmes. Also, the lack of technological resources impacted negatively on teaching and learning in primary schools. This study aimed to determine the perceptions and experiences of School Management Teams (SMTs) and teachers regarding the provision of Continuous Professional Development (CPD) for teachers in digital literacy. Using a phenomenological approach, data was collected by means of interviews at four primary schools in the Nelson Mandela Bay Metropolitan area of the Eastern Cape Province. The study found that most SMT members did not make digital literacy a priority because they lacked the necessary knowledge and skills. It is recommended that teachers and SMTs should be trained in using digital platforms so that teaching and learning can be enhanced. Continuing Professional Development of Teachers in Digital Literacy 339","PeriodicalId":90425,"journal":{"name":"Alternation","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47282721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Experiences of Members of the School Governing Bodies in Executing their Duties during the COVID-19 Pandemic Lockdown 新冠肺炎疫情防控期间学校管治机构成员履行职责的经验

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/v28n1a15

N. Duku, M. Mavuso, Moses Sipho Mkhomi

{"title":"The Experiences of Members of the School Governing Bodies in Executing their Duties during the COVID-19 Pandemic Lockdown","authors":"N. Duku, M. Mavuso, Moses Sipho Mkhomi","doi":"10.29086/2519-5476/2021/v28n1a15","DOIUrl":"https://doi.org/10.29086/2519-5476/2021/v28n1a15","url":null,"abstract":"The education sector has been negatively affected by COVID-19’s impact. Schools had to minimise face-to-face interactions, adhere to the legislated COVID-19 protocols that include social distancing, the use of sanitisers, and the wearing of masks. Also, there was the banning of social gatherings, which amongst others, led to school closures. When the schools reopened, many were forced to adopt the learner rotation system, to ensure social spacing. Consequently, teaching and learning was also done using Information and Communication Technology (ICT), which became ‘the new normal’. However, little is known of how the SGBs executed and experienced their duties during the COVID-19 lockdown. This paper, therefore explored how School Governing Bodies (SGBs) of three selected schools experienced their duties, including discussing and communicating decisions during the COVID-19 lockdown. Literature reports that pre-COVID-19, SGBs made use of face-to-face methods to debate and execute their duties. In the absence of the face-to-face interaction as enforced by COVID-19 lockdown, it then becomes unclear how they would execute their duties. Hence this paper aimed to explore the SGBs’ experiences in executing their duties during COVID-19 lockdown. This study used the qualitative approach, PhenomenoNtombozuko Duku, Percival Mzuyanda Mavuso & Moses Sipho Mkhomi 406 logical Telephone Assisted Interviews, using IsiXhosa and English as languages of data collection. Thematic data analysis strategy was used to analyse the data. Using Van Manen’s Theory of Lived Experiences, due to the changed circumstances as affected by COVID-19 lockdown, the participants used WhatsApp messaging, Short Message Service (SMS) as well as Voice Calls as a medium of communicating decisions. These were, however, experienced with some degrees of frustration as they were challenged by unstable network coverage, data availability, advanced age and education levels of some SGB members. Nevertheless, they are learning to embrace mobile phones as the ‘Tools of Work’ for the future. Furthermore, SGBs were reportedly informed of decisions taken with reference to school governance, even though no formal meeting took place. The study recommended that ICT gadgets, including cell phones, laptop computers and data availability be part of the SGB induction and training package offered by the Department of Basic Education (DBE). Moreover, the generational mix in the SGBs composition would benefit governing of schools as they may be more comfortable working with modern technologies.","PeriodicalId":90425,"journal":{"name":"Alternation","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46122280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Editorial: The Role of Language in Human Existence, Education, Innovation and Research, and the Intellectualisation of African Languages 社论：语言在人类生存、教育、创新和研究中的作用，以及非洲语言的智能化

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/sp38a22

Langa Khumalo

引用次数: 0

Translating and Adapting an Academic Textbook from English to isiZulu: A Case of the Intellectualisation of a Target Language 英语学术教材的翻译与改编:目的语的智能化案例

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/sp38a26

Z. Buthelezi

引用次数: 0

Editorial: School Leadership during the Disruptive Time of COVID-19 社论:COVID-19混乱时期的学校领导

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/v28n1a1

P. Myende, J. Heystek

引用次数: 1

Laying the Foundations for a New Approach to Music Theory at the University of KwaZulu-Natal: Creating isiZulu Terms to Foster Deep Learning and Challenging the Western Gravity of Staff Notation 为夸祖鲁-纳塔尔大学音乐理论的新方法奠定基础:创造isiZulu术语以促进深度学习并挑战西方五线谱的重力

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/sp38a24

Andrew-John Bethke

引用次数: 0

COVID-19: Leading in Disruptive Times – Challenges for School Leaders 新冠肺炎：颠覆时代的领导——学校领导面临的挑战

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/v28n1a12

P. du Plessis

{"title":"COVID-19: Leading in Disruptive Times – Challenges for School Leaders","authors":"P. du Plessis","doi":"10.29086/2519-5476/2021/v28n1a12","DOIUrl":"https://doi.org/10.29086/2519-5476/2021/v28n1a12","url":null,"abstract":"Since South Africa went into lockdown as a result of the coronavirus disease 2019 (COVID-19) pandemic, school principals have been leading in challenging circumstances. A combination of confusing government decisions and advice, compounded by a lack of decision-making by education districts, has resulted in many school principals having to make key decisions on a daily basis, many times being unsure of the support from departmental officials. Principals have had to ensure the continuation of the teaching and learning process even when the schools were closed, in some cases simultaneously developing a viable online systems in order to stay in contact with vulnerable learners and families. School leaders are uniquely positioned to guide families in supporting their children whilst at home during these unprecedented times. For school leaders, this becomes harder as schools serve families across vast geographic areas that may be without access to high-speed internet. How do school leaders lead educators and schools, which are doing their best to function effectively in uncharted territory, where teachers have had to move instruction online? Using a qualitative research approach, this study aimed to determine the challenges faced by school leaders in managing their schools during the early stages of the COVID-19 pandemic. Five schools in the Nelspruit area of Mpumalanga Province were selected through purposeful sampling. Data collected was categorised by themes and logically organised into workable units to facilitate coding. The findings revealed that COVID-19 has had an impact on principal leadership, challenging them to make decisions beyond their usual scope of management, relating to the feeding of learners, organising personal protective equipment (PPE), finances and online learning platforms.","PeriodicalId":90425,"journal":{"name":"Alternation","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41489245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Differentiation in the Curriculum in Developing Innovative and Engaged Graduates The Case of a University of Technology South Africa 培养创新型和敬业型毕业生的课程差异——以南非一所科技大学为例

Alternation Pub Date : 2021-12-01 DOI: 10.29086/2519-5476/2021/sp38c11

P. Molomo

引用次数: 0