Embracing Equitable Learning in Managing the Physical and Financial Resources in South-African-Schools: A Social Justice Perspective
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| Title: | Embracing Equitable Learning in Managing the Physical and Financial Resources in South-African-Schools: A Social Justice Perspective |
|---|---|
| Language: | English |
| Authors: | Mutekwe, Edmore (ORCID |
| Source: | South African Journal of Education. Nov 2020 40(4). |
| Availability: | Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Equal Education, Social Justice, Educational Finance, Educational Resources, Resource Allocation, Educational Equity (Finance), Educational Legislation, Secondary Schools, Educational Quality, Governance |
| Geographic Terms: | South Africa |
| ISSN: | 0256-0100 |
| Abstract: | In this article I report on the findings of an empirical study conducted to show the merits of integrating equitable learning by members of the South African School Governing bodies (SGBs) in managing the physical and financial resources. Within the interpretivist paradigm and utilising a qualitative descriptive phenomenological design, the data generation followed the use of an unstructured questionnaire administered to a sample of 30 participants purposefully sampled. Adopting a social justice perspective as the lens, we unpack the necessity of learning equity in the SGB's dealing of school resources. The study was guided by the following key research question; How can South African schools embrace the learning equity agenda in managing their physical and financial resources? The findings show that adopting such principles of equity in learning as integrating diversity in the equitable deployment of the physical and financial resources goes a long way towards entrenching social justice in managing the resources. The key conclusion was that unless members of the SGBs adopt an equitable mechanism for allocating these resources in the face of competing priorities, real equitable learning remains elusive. The recommendations include the need for adopting policies designed to deal with the complex relationships between concerned stakeholders in the provision of guidelines for public-school funding -- most of which come from public budgets. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1285966 |
| Database: | ERIC |
| Abstract: | In this article I report on the findings of an empirical study conducted to show the merits of integrating equitable learning by members of the South African School Governing bodies (SGBs) in managing the physical and financial resources. Within the interpretivist paradigm and utilising a qualitative descriptive phenomenological design, the data generation followed the use of an unstructured questionnaire administered to a sample of 30 participants purposefully sampled. Adopting a social justice perspective as the lens, we unpack the necessity of learning equity in the SGB's dealing of school resources. The study was guided by the following key research question; How can South African schools embrace the learning equity agenda in managing their physical and financial resources? The findings show that adopting such principles of equity in learning as integrating diversity in the equitable deployment of the physical and financial resources goes a long way towards entrenching social justice in managing the resources. The key conclusion was that unless members of the SGBs adopt an equitable mechanism for allocating these resources in the face of competing priorities, real equitable learning remains elusive. The recommendations include the need for adopting policies designed to deal with the complex relationships between concerned stakeholders in the provision of guidelines for public-school funding -- most of which come from public budgets. |
|---|---|
| ISSN: | 0256-0100 |
