Enriching the role of female principals as curriculum managers at Amajuba district

Abstract

This paper aims at amplifying a strategy to enhance the role of female principals as curriculum managers in eight different schools at Amajuba District. For this to be achieved, specific objectives were crafted to guide this intellectual piece. The paper is located with the qualitative research method using Participatory Action Research (PAR) as an approach. This research approach was preferred over others as it addresses discursive praxis, power dynamics, emancipation and social justice. Data generated in this study was analysed through Critical Discourse Analysis (CDA). This paper is couched with the Critical Feminism Standpoint Theory (CFST), with its agenda of equity and social justice, and its proposition to trouble discourses of marginalisation. In conclusion this article argues that curriculum management can never be done by an individual but by working as a team having collaborative relationship, where all stakeholders are engaged and able to partake in decision and being involved collectively. This paper offers a strategy that can respond to challenges faced by female principals as curriculum managers using collective, cooperation, solidarity, sisterhood and oneness.

Key words: Female Principals, Curriculum Management, CFST,