Leading schools in circumstances of multiple deprivation in South Africa

Abstract

The paper suggests that multiple deprivation is a concept as yet lacking in substantial theoretical analysis and that its application as a research framing tool in education is relatively recent. As a concept, multiple deprivation suggests a confluence of factors which depress learning and place unique challenges on leadership and which act in combination rather than in isolation. Given that more than three quarters of schools in South Africa are officially described as dysfunctional and that many of these schools serve communities facing multiple deprivation, the article calls for a new theoretical approach which focuses on how best schools in these circumstances can best be led. Based on extant evidence in the field, the paper identifies generative leadership practices upon which a new theory of leadership for these contexts could be constructed. Specifically, it suggests that a cocktail of leadership forms which include transformational, distributed, instructional, ethical and asset based leadership could offer the most promise for schools faced with multiple deprivation. The paper also provides an overview of the articles selected for this special edition.