Abstract
AbstractEffecting change is perhaps one of the most challenging endeavours to engage in, but it is also vital for growth and development. Resistance to change and subversion of change initiatives instigated largely though not solely by fear of change often abort attempts to drive change. In the area of educational change and more especially language policy and practice change at school level, the challenges of driving change become further complicated by issues of power and contestation. Contextualised in post-apartheid South Africa where one of the imperatives is school language transformation, this article reports on the attempts by three internal change agents in leadership positions to drive language change at their schools. The paper focuses on the use of pressure as a lever of change by interrogating various persuasive and coercive measures employed by school leaders to drive language policy and practice change at their schools. The main findings, consistent with change literature, reflect the ambiv...
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