Performatiwiteit en die hedendaagse skool(hoof)

 

Performativity and the modern school(principal)

 

 

J.L. van der Walt; P.J. Mentz; J.A. Breed; L.D. Coetsee

Fakulteit Opvoedingswetenskappe, Potchefstroomkampus, Noordwes-Universiteit, Potchefstroom. E-pos: jlvdwalt@aerosat.co.za, Kobus.Mentz@nwu.ac.za, jabreed@gimmies.co.za, leon11@vodamail.co.za

 

 

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OPSOMMING

Op grond van waarnemings op die terrein van onderwysbestuurswetenskap, insluitende die resultate van 'n empiriese ondersoek, is tot die gevolgtrekking gekom dat skole en hulle hoofde deesdae neig om deur die eise van performatiwiteit verswelg te raak, dit wil sê die eis dat hulle in meetbare terme moet presteeren hulle aan die kultus van "efficiency and effectiveness" behoort te onderwerp. Na 'n kort beskrywing van onlangse verwikkelings en veranderings in skole en in die werk van skoolhoofde word na die bevindings voortvloeiend uit die empiriese ondersoek verwys. Dit word opgevolg deur 'n bespreking van drie kernbesware teen performatiwiteit op skole en op die werk van skoolhoofde, te wete die reduksionisme wat dit vooronderstel, die onpedagogiese neigings wat dit inhou en die negatiewe uitwerking daarvan op die skool as samelewingsverband. Die bespreking geskied vanuit 'n Christelik-reformatoriese denkraamwerk.

Kernbegrippe: onderwysbestuur opvoedingsfilosofie performatiwiteit skool

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ABSTRACT

Based on observations in the field of education management science, including the results of a recent empirical survey, we concluded that schools and their principals have become inundated with the demands for performativity, i.e. the demand to achieve in measurable terms as well as submit to the cult of efficiency and effectiveness. After briefly considering recent developments and changes in schools and in the work of school principals, we refer to the findings of the empirical survey. This is followed by a discussion of three key objections to performativity in schools and in the work of principals, namely the reductionism that it presupposes, its non-pedagogical tendencies and its negative effects on the school as a societal relationship. The discussion is conducted within a Christian-reformational frame of reference.

Key concepts: educational management performativity philosophy of education school

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