- Author:
Errol Sundelowitz
- E-mail:
chief@bigpauwau.com
- Institution:
University of Johannesburg, Republic of South Africa
- Author:
Carol Macdonald
- E-mail:
carolmacdon@gmail.com
- Institution:
University of the Witwatersrand, Republic of South Africa
- Year of publication:
2006
- Source:
Show
- Pages:
131-144
- DOI Address:
https://doi.org/10.15804/tner.06.10.3.10
- PDF:
tner/200603/tner1010.pdf
Historically there have been inequities in access to school in South Africa. Differences in languages have also contributed to difficulties. In the present study a Grade One class was observed for a term as they entered formal schooling. Cultural psychology was used as the method, developing a description of the context and narrowing the observations to ten and then five children. Five school homes visits were done and one of these case studies is described here. Given the socio-economic literacy context, the child did extremely well, being self-motivated and supported by an aware single parent. The usefulness of the Cultural Psychological method is described.
- Author:
Erol Sundelowitz
- E-mail:
chief@bigpauwau.com
- Institution:
University of Johannesburg
- Author:
Carol Macdonald
- E-mail:
carolmacdon@gmail.com
- Institution:
University of the Witwatersrand, Republic of South Africa
- Author:
Karel Stanz
- E-mail:
kst@eb.rau.ac.za
- Institution:
University of Johannesburg
- Year of publication:
2007
- Source:
Show
- Pages:
195-209
- DOI Address:
https://doi.org/10.15804/tner.07.11.1.15
- PDF:
tner/200701/tner1115.pdf
The present study is focussing on the leadership potential at schools that goes unnoticed, unacknowledged and un-nurtured. Traditionally, schools focus on children/learners whose leadership traits are encouraged and developed through conventional structures such as the prefect system and the leadership schools/camps that selected candidates are sent on. By developing the concept of Leadership Cocoons, this study is drawing attention to individuals whose potential for leadership lies hidden in a chrysalis form that is masked for leadership selection by pervasive, generic, norm-generated criteria. Such individuals are trapped in a situation of Perpetual Peripheral Participation around communities of leaders. As a means to explore the above issues, the paradigm of Cultural Psychology has been selected.
- Author:
Errol Sundelowitz
- E-mail:
chief@bigpauwau.com
- Institution:
University of Johannesburg
- Author:
Carol Macdonald
- E-mail:
carolmacdon@gmail.com
- Institution:
University of the Witwateresrand
- Author:
Karel Stanz
- E-mail:
kst@rau.ac.za
- Institution:
University of Johannesburg
- Year of publication:
2007
- Source:
Show
- Pages:
111-125
- DOI Address:
https://doi.org/10.15804/tner.07.12.2.11
- PDF:
tner/200702/tner1211.pdf
Schools traditionally operate under a meritocratic system. Those children who fulfil systemic merit deserving criteria are selected as leaders within the school system. Furthermore, it is these children who stand the best chance to gain access to leadership positions once they have left school. Their silk is seen and acknowledged. They have the track record that organisations look at as first selection criteria when they are looking to appoint school leavers with an eye on promotion to leadership positions. This article specifically looks at the issues and develops them in terms of the metaphor of ‘the silk of leadership’.