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Developing as an academic leader in a university of technology in South Africa : dealing with enabling and constraining teaching and learning environments

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dc.contributor.author Monnapula-Mapesela, Mabokang
dc.date.accessioned 2018-09-04T05:26:27Z
dc.date.available 2018-09-04T05:26:27Z
dc.date.issued 2017
dc.identifier.issn 2310-7103
dc.identifier.uri http://hdl.handle.net/11462/1649
dc.description Published Article en_US
dc.description.abstract While the South African legislation is an enabler for equity, inclusiveness, social justice and the advancement of women for academic leadership roles, institutional cultures and structures are often debilitating. This paper presents the development trajectory of a Black woman as an academic development leader in a South African University of Technology. It examines structural and cultural factors acting as enablers or constraints to leadership development and career advancement for Black women. It analyses dominant structural frames and undertakings of different University stakeholders (agents), which cause stagnation and resistance to morphogenesis and government’s transformation agenda. Using Participatory Narrative Inquiry (PNI), I narrate personal experiences and insights as a participant researcher. I interrogate the experiences, observations and influence of various structural and cultural modalities within Margaret Archer’s (1995) social realist framework of structure, culture and agency. I highlight the implications of these for development of a Black female academic development leader. en_US
dc.format.extent 274 480 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Critical Studies in Teaching and Learning en_US
dc.relation.ispartofseries Volume 5;Number 2
dc.subject Career advancement en_US
dc.subject Equity and transformation en_US
dc.subject Higher Education en_US
dc.subject Narrative inquiry en_US
dc.subject Resistant cultures en_US
dc.title Developing as an academic leader in a university of technology in South Africa : dealing with enabling and constraining teaching and learning environments en_US
dc.type Article en_US


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