The DaVinci Institute’s doctoral alumnus conducted a study exploring systemic challenges in township education, drawing on over a decade of practitioner experience with a primary school in Alexandra Township, Johannesburg, referred to pseudonymously as “Sekolo.” Despite post-apartheid reforms aimed at educational equity, these schools remain deeply disadvantaged due to ongoing systemic, infrastructural, and psychosocial issues. The thesis unpacks these complexities and offers a practical, holistic solution.
Research Methodology
The study used a constructivist grounded theory approach with a constructivist ontology and interpretivist epistemology. It combines multiple qualitative methods:
- 18 semi-structured interviews
- Autoethnography
- Document analysis
- Two listening posts
Theoretical Framework
Three key theories shape the study’s analytical lens:
- Ecological Systems Theory (Bronfenbrenner) – to understand the layers of influence (microsystem to macrosystem) affecting township schools.
- Spiral Dynamics Theory – to explore the worldviews and collective value systems of school stakeholders.
- Systems Psychodynamic Theory – to examine unconscious group behaviours and social defences that protect communities from trauma and anxiety.
Key Findings and Themes
The research identified nine key areas impacting the core task of learning and teaching:
School Leadership and Governance, Vision and Strategy, Boundaries, Policies, Processes, and Systems, Equipping and Empowerment, Supportive Networks, Infrastructure and Resources, Containment (providing emotional safety) and Organisational Culture.
These were synthesised into a practical transformation framework guiding how township schools can transition from dysfunction to hope and resilience. The framework includes both the “what” and the “how” of change, integrating psychosocial, organisational, and educational dimensions.
Impact of COVID-19
A significant portion of the thesis also reflects on how the pandemic exacerbated existing inequalities and strained every domain of school functioning, leadership, infrastructure, culture, and emotional well-being.
Autoethnographic Insights
The researcher weaves in her own emotional, ethical, and professional journey throughout the transformation process. Her reflections lend depth to the theoretical and practical discussions, particularly on the psychological toll of transformation and the importance of hope and relational leadership.
Contributions of the Study
- Theoretical: Offers a novel integration of systems psychodynamics, Spiral Dynamics, and ecological theory in an educational context.
- Practical: Provides a usable framework for school leaders, policymakers, and NGOs working in education.
- Personal/Reflective: Highlights the importance of practitioner reflexivity and relational engagement in transformative work.
The study asserted that transformation in township schools is possible but requires deep systemic understanding, psychological safety (containment), and long-term commitment. It ends with a hopeful message, encouraging educators and leaders to act with resilience and relational wisdom.
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