This article combines the lenses of 'space' and 'performance' to analyse the pedagogical practices of three principals in a South African township. Based on qualitative approaches, it discusses the principals' entry into the township, and their navigation of their schools' surrounding social dynamics. The article suggests that their reflexivity as principals has been established in light of a range of engaged pedagogical performances. These were enacted on the basis of nuanced readings of their discursive environment and strategic practices that gave them an authoritative platform for their principal roles.
From: Journal of Education, Vol. 43 (2008)
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment