Browsing by Author "Govender, Ashkelon."

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Rocking the boat? lived experiences of three student leaders at a higher education institution in KwaZulu-Natal.
(2016) Govender, Ashkelon.; Naicker, Inbanathan.
Higher education continues to be a point of contestation, where student leaders are seen as political activists. Today, as we embrace democracy, the roles and functions of student leaders are changing. The primary task of student leaders, is to engage with university management to try and champion the educational needs of students. In the current era, there are debates about the roles and functions of student leaders. The problem begins, when political agendas get in the way of student leadership. For example, in some higher education institutions, student leaders take their mandate and style of leadership from their respective political organisations. Should this drive the roles and functions of student leaders? There are views that student leaders learn leadership from different stakeholders like the church, community, family, culture, high school and politics. How qualified are these stakeholders to teach leadership to student leaders? And, is the leadership that is being taught the right style of leadership to lead and practice leadership at a higher education institution? There are also a few debates about the way in which student leaders enact leadership. This study uses narrative inquiry as the research methodology and generates data using collage, artefact and photovoice inquiry. Three student leaders (two presidents and one secretary) were selected as participants, in a Higher Education institution in KwaZulu-Natal. Data was analysed using Polkinghorne. What this study revealed in terms of who student leaders are, is that student leaders have personal and organizational identities. When it came to the learning of leadership, this study found that the church, the school, the university, families and learning through observing role models are some of the spaces and places that student leaders learnt leadership. It was found that from a young age, organizations helped shape the student leader‟s leadership identity that built up to who they have become today. In terms of enacting leadership on a day-to-day basis, this study found that student leaders engage in motivating, planning, delegating tasks, communication and negotiation. Further, it was found that, student leaders prioritize political mandates of their respective political parties in their leadership practice.
Transnational experiences of teacher leadership: narratives of South African expatriate teachers.Izehleko zothisha abangabaholi emazweni ngamazwe=Okuxoxwa wothisha baseNingizimu Afrika abasebenza kwamanye amazwe.
(2022) Govender, Ashkelon.; Naicker, Inbanathan.
Over the past two decades, teacher migration has become popular amongst South African teachers. South African teachers are leaving their home country to go to the Gulf Cooperation Council (GCC) country schools owing to better job opportunities and better salaries as compared to South Africa. There are six GCC countries, which South African teachers are being recruited to. Not much is known about the experiences of the South African expatriate teachers, particularly as it relates to teacher leadership. Given this, the focus of the study is to explore the lived experiences of the South African expatriate teachers in the GCC country schools. The purpose of my study is threefold. Firstly, it seeks to make visible the identities of the South African expatriate teachers. Secondly, it explores how their personal and professional lived lives shape their enactment of teacher leadership. Thirdly, it seeks to make visible the enablements and constraints within the GCC country schools influencing the actualizing of teacher leadership. The study uses the teacher identity theory, the distributed leadership theory, and the teacher leadership theory as a lens. The study is positioned within the interpretivist paradigm. Methodologically, the study used narrative inquiry. The study utilized narrative interviews, photo-elicitation, and artefact inquiry to generate field texts. Field texts were then analysed using visual mapping and by finding participants' similarities and particularities of experience. The findings revealed that the South African expatriate teachers possess multiple selves. These multiple selves influenced their teacher leadership enactments in the GCC country schools. Furthermore, organizational culture plays a vital role in the advancement of teacher leadership within the schools, and teacher agency is a driver of teacher leadership in the GCC country schools. The study concluded that the South African expatriate teachers’ multiple selves become an asset in their practices of teacher leadership. Additionally, they exercised their agency by transforming themselves from primary agents to corporate agents to advance their teacher leadership practices. The study contributed to a ground-breaking phenomenon in educational leadership research on teacher leadership and South African expatriate teachers in the GCC country schools. Iqoqa Eminyakeni engamashumi amabili edlule, ukufuduka kwabafundisayo sekube nedumela kothisha baseNingizimu Afrika. Othisha baseNingizimu Afrika bashiya izwe labo baye ezikoleni zakwamanye amazwe zeGulf Cooperation Council (GCC) ngenhloso yokuthola amathuba emisebenzi angcono kanye nemiholo engcono uma uyiqhathanisa neholwa eSouth Africa. Ayisithupha la mazwe eGCC lapho othisha baseNingizimu Afrika bebuthelwa khona. Aluluningi olwaziwayo ngokuthi basebenza kanjani kwamanye amazwe, ikakhulukazi uma kuza ngasebuholini. Ngenxa yalokhu, lolu cwaningo lwagxila ekutholeni ngempilo yomsebenzi wothisha. Eminyakeni engamashumi amabili eyedlule, ukufuduka kwabafundisayo sekube nedumela kothisha baseNingizimu Afrika. Othisha baseNingizimu Afrika bashiya izwe labo baye ezikoleni zakwamanye amazwe zeGulf Cooperation Council (GCC) ngenhloso yokuthola amathuba emisebenzi angcono kanye nemiholo engcono uma uyiqhathanisa neholwa eNingizimu Afrika. Ayisithupha la mazwe eGCC lapho othisha baseNingizimu Afrika bebuthelwa khona. Aluluningi olwaziwayo ngokuthi basebenza kanjani kwamanye amazwe, ikakhulukazi uma kuza ngasebuholini. Ngenxa yalokhu, lolu cwaningo lwagxila ekutholeni ngempilo yomsebenzi yothisha baseNingizimu Afrika abasebenza ezikoleni zamazwe eGCC. Inhloso yalolu cwaningo yayikathathu. Okokuqala, lwaluhlose ukwenza othisha abasebenza ngaphandle babonakale ukuthi bangobani. Okwesibili, lwaluhlola ukuthi impilo yabo neyomsebenzi bayiphile kanjani ukuze bakwazi nokuba ngothisha abakwazi ukuhola abanye. Okwesithathu, lwaluhlose ukugqamisa lokho okwakubasiza kanye nokwakuyizithiyo ezikoleni ezingaphansi kweGCC okwakunomthelela ebuholini babo njengothisha. Ucwaningo lwasebenzisa izinjulalwazi i-teacher identity theory, i-distributed leadership theory, kanye ne-teacher leadership theory njengezinsizakuhlaziya. Ucwaningo lwakhetha indlelakubuka yomhumusho. Ngokwezindlela zokuqhuba ucwaningo, kwakhethwa indlela elandisayo. Lwasebenzisa imposambuzo elandisayo, ukuthatha izithombe, kanye nobuciko obulondoloziwe ukuqoqa imininingo. Imininingo yahlaziywa kusetshenziswa imidwebo engamamephu kanye nokufanayo nokwahlukile ezimpilweni zababambiqhaza. Imiphumela yocwaningo yakhombisa ukuthi othisha abasebenza emazweni angaphandle banobubona obunhlobonhlobo. Lobu bubona bunomthelela ekuholeni kwabo njengothisha ezikoleni zamazwe eGCC. Ngaphezu kwalokho, kwatholakala ukuthi inqubo yangaphakathi ibamba iqhaza elikhulu ekuthuthukiseni ubuholi ngaphakathi ezikoleni, nokuthi ukusebenza ngokuzimisela kothisha yikhona okuqinisa ubuholi ezikoleni zeGCC. Lolu cwaningo luphetha ngokuthi ububona obunhlobonhlobo kothisha baseNingizimu Afrika yibona obube yifa ekusebenzeni kwabo njengabaholi. Ngaphezu kwalokho, bakwazi ukuzimisela ngokuthi bazishintshe ekubeni abazosiza kodwa bazithatha njengabantu abazosebenza enkampanini ukuze bathuthukise ikhono labo lobuholi. Lolu cwaningo lunikele ngolwazi olungandile kwezobuholi kwezemfundo ngokubheka ubuholi bothisha baseNingizimu Afrika abasebenza ezikoleni zeGCC kwamanye amazwe.