学校领导与压迫下的教育经验

Kevin Deitle, Daniel Lee
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引用次数: 0

摘要

背景:本定性研究考察了1948年至1994年种族隔离时期的南非,该时期制定了社会和行政政策,故意削减土著和其他南非人的教育,作为压迫非欧洲族裔群体的一种手段。分析:在南非约翰内斯堡的威特沃特斯兰德大学(University of the Witwatersrand)策划的“种族隔离档案项目”(apartheid Archives Project)中,我们通过故事和采访来考察种族隔离时期的教育经历,而不是面对面的采访。核心问题是,通过自由式教育的框架来解释,一个压迫性的学校系统的个人经历是如何告知学校领导的。结论:压迫渗透到学校系统,影响教育过程,剥夺了学生的学习机会。认识到这一点,教育工作者承担起作为学校领导者的责任,并接受教育在社会重建、解放和人性化中发挥的关键作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
School Leadership and the Experience of Education Under Oppression
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.
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