- Title
- An activity theoretical investigation into how leadership can be developed within a group of class monitors in a Namibian secondary school
- Creator
- Kalimbo, Tomas
- ThesisAdvisor
- Grant, Callie
- ThesisAdvisor
- Kajee, Farhana Amod
- Subject
- School management and organization -- Namibia
- Subject
- Educational leadership -- Namibia
- Subject
- Education, Secondary -- Namibia
- Subject
- Student government -- Namibia
- Subject
- Student participation in administration -- Namibia
- Subject
- Cultural Historical Activity Theory
- Date
- 2018
- Type
- text
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10962/61734
- Identifier
- vital:28053
- Description
- Literature suggests that developing leadership in learners benefits them and their schools in general. Learners are prepared as future leaders and they gain leadership skills and democratic values and principles. Learner leaders therefore contribute to transformation in their schools. However, research on the same topic has also found that learners have limited leadership development opportunities, as they are not authentically and democratically involved in leadership in many schools. Informed by the distributed perspective of leadership, this study investigates how leadership can be developed within a group of class monitors in a Namibian secondary school. Its overarching goal was to develop leadership and build transformative agency within class monitors. The study was designed as an interventionist study, theoretically and analytically framed by Engestrom’s second generation of Cultural Historical Activity Theory (CHAT). Multiple methods were used for data collection, including questionnaires, semi-structured interviews, document analysis and Change Laboratory workshops. Data analysis took the form of content analysis and coding, as well as using the CHAT lens to surface contradictions. The findings of the study revealed that there was conceptual awareness on what learner leadership and leadership development meant among participants. However, little was being done to develop leadership in class monitors. Traditional leadership practices and cultural belief that learners are mere children, as well as confinement to formal leadership structures and policies were the main hindering inner contradictions within the research school. A formative intervention was instituted through the Change Laboratory workshop process and it resulted in leadership training to capacitate and empower class monitors, as well as enhance their transformative agency. The study thus recommends for a shift from traditional autocratic leadership practices to a contemporary distributed perspective of leadership that recognises the need to develop leadership in learners.
- Format
- 127 pages, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Kalimbo, Tomas
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Collections
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