Abstract
Promulgated by Nelson Mandela in December 1996, South Africa’s post-Apartheid Constitution draws on the Bill of Rights to affirm the democratic values of human dignity, equality and freedom. As an emerging democracy, South Africa further seeks to address issues of social justice and equality in education through the South African Schools Act of 1996. This Act sets out policies and practices intended to redress past injustices and support the rights of learners, educators and parents. Drawing on critical feminist theory, this study explored the experiences of female educational leaders in South Africa’s disadvantaged rural school communities. This qualitative research project adopted a case study research design. Data were collected through in-depth interviews and observations. The aims of this paper are: (i) to investigate the principles of social justice and equity as expressed through spiritual leadership; and (ii) to interpret these principles in relation to education policies. Identifying connectedness and spirituality as prerequisites for spiritual leadership, the study found that spiritual leadership is a means through which social justice leadership can be enacted. While the South African Schools Act upholds the notion that public schools promote democracy through respect for all and tolerance of diverse religious beliefs, this paper does not conflate spirituality with religion. It instead, explores alternative interpretations which explore spiritual leadership and restorative justice as vehicles through which equity and social justice can be understood and enacted.
Highlights
Rooted in racist ideologies, Apartheid was characterised by a deliberate social design which favoured white supremacy, segregation and inequality
This paper explored the enactment of social justice through spiritual leadership
The analysis revealed that in some instances this interpretation was closely associated with sovereignty – in others spiritual leadership was motivated by a religious imperative – and in others the spiritual way of leading was non-doctrinal and non-dogmatic
Summary
Apartheid was characterised by a deliberate social design which favoured white supremacy, segregation and inequality. Dvorin points out that “the theory of Apartheid requires the social, economic, and political segregation of persons on the grounds of race” (1951:32). South Africa’s Constitution of 1996 prompted the transitioning of South Africa to a society based on democratic values, social justice and fundamental human rights
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