<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Shuti Steph Khumalo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ANALYZING THE EXPERIENCES OF WOMEN PRINCIPALS IN PRIMARY SCHOOLS IN LIMPOPO PROVINCE, SOUTH AFRICA THROUGH SOCIAL JUSTICE THEORY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">insubordination</style></keyword><keyword><style  face="normal" font="default" size="100%">primary schools</style></keyword><keyword><style  face="normal" font="default" size="100%">self-esteem</style></keyword><keyword><style  face="normal" font="default" size="100%">self-image</style></keyword><keyword><style  face="normal" font="default" size="100%">sexual harassment</style></keyword><keyword><style  face="normal" font="default" size="100%">social justice</style></keyword><keyword><style  face="normal" font="default" size="100%">women principals</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612638680.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">School leadership research has provided extensive empirical evidence which shows that women as school leaders face challenges on many fronts. The objective of this study was to provide insight regarding the challenges that female primary school principals face, in the Waterberg Education District, Limpopo Province, South Africa. These challenges were in respect of the perception of staff members towards women as school principals. This study was qualitative and interpretive in nature. The theory of social justice was used as a theoretical framework. Social justice theorists argue that social institutions have the responsibility to dispense justice, fairness, and equity. The researcher used semi-structured in-depth interviews to gain rich descriptive data on the experiences relating to the leadership roles of the principals. Findings indicate that female principals face challenges, such as insubordination by male staff members, frustrations of not progressing beyond the position of principalship and sexual harassment.  This study is of great value as it extends the body of knowledge on the challenges that primary school women principals face in their leadership practices.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">47-59</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Paul   Miller</style></author><author><style face="normal" font="default" size="100%">Carmel G.   Roofe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">'TEACHING TO THE HALO-EFFECT': SOCIAL JUSTICE ISSUES AMONG TRAINEE-TEACHERS AT ONE TEACHER TRAINING INSTITUTION IN JAMAICA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">social justice</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching quality</style></keyword><keyword><style  face="normal" font="default" size="100%">trainee-teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">July/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055173.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">55</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Social Justice themes have dominated education discourses over the decade of the 2000s with ideas ranging from equality in terms of gender, access to resources, teacher quality and the quality of students. These debates are not easily resolved and whereas concerns from policy makers and teacher-educators were often spotlighted, the opinions of teacher-trainees themselves were more or less absent from the discourse. This research sought to find out the views of teacher-trainees about their training experiences and how their interpretations of these experiences lead them to feel and act. This exploratory study therefore was conducted by collecting data from 41 third year teacher-trainees enrolled in a four year teacher training programme in Jamaica. Data was collected through two focus group interviews which were transcribed, sorted, coded and themes identified. The study was framed in the context of Rotter’s Locus of Control (1966) and Bourdieu’s (1977) Institutional Habitus. The main findings reveal that local students feel international students are treated more favourably; adequate learning resources are not always available (for labs especially) and some students are believed to be disadvantaged by lecturers because of how they speak and how they carry themselves (physical appearance). The researchers conclude that these are social justice issues that must be resolved to ensure a system that is built on the values of enabling rather than constraining.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">88-99</style></section></record></records></xml>