文章基本信息

标题：Social justice and equity in Eritrean schools: Lessons from school principals' experiences
本地全文：下载
作者：Petros Woldu Fessehation ; Peng Pai
期刊名称：Issues in educational research
印刷版ISSN：0313-7155
电子版ISSN：1837-6290
出版年度：2019
卷号：29
期号：4
页码：1143-1159
出版社：Australian Institutes for Educational Research
摘要：This article examines Eritrean school leaders’ administrative functions in promotingsocial justice and equity among students. A detailed discussion of the challenges theyencounter in their daily activities and its effect on the promotion of social justice andequity is also presented. Semi-structured interviews were conducted with 10 randomlyselected school principals, followed by an inductive analysis based on the transcribedinterview data. Three major approaches to social justice practices commonly adopted bythe principals were discovered: promoting a collaborative learning culture, individualsupport, and working with communities and local administrations. Major pitfalls in theschool system which negatively affect social equity practices were observed, includingteachers’ low levels of professionalism, poor commitment and awareness; the tendencytowards a highly bureaucratic and delayed distribution of educational resources; lowlevels of parental involvement; and conservative cultural and traditional attitudes.