Social justice and equity in Eritrean schools: Lessons from school principals' experiences
Petros Woldu Fessehation and Peng Pai
Huazhong University of Science & Technology, China
This article examines Eritrean school leaders' administrative functions in promoting social justice and equity among students. A detailed discussion of the challenges they encounter in their daily activities and its effect on the promotion of social justice and equity is also presented. Semi-structured interviews were conducted with 10 randomly selected school principals, followed by an inductive analysis based on the transcribed interview data. Three major approaches to social justice practices commonly adopted by the principals were discovered: promoting a collaborative learning culture, individual support, and working with communities and local administrations. Major pitfalls in the school system which negatively affect social equity practices were observed, including teachers' low levels of professionalism, poor commitment and awareness; the tendency towards a highly bureaucratic and delayed distribution of educational resources; low levels of parental involvement; and conservative cultural and traditional attitudes.
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|Authors: Petros Woldu Fessehatsion is a doctoral student specialising in educational economy and management at the School of Education, Huazhong University of Science & Technology, China. He has been Head of the Department of Educational Administration in Eritrea Institute of Technology, Eritrea, since 2015.|
Dr Peng Pai (corresponding author) is an associate professor at the School of Education, Huazhong University of Science and Technology, China. During 2010-13 he worked as a research associate in the German Institute for International Educational Research (DIPF).
Please cite as: Fessehatsion, P. W. & Peng, P. (2019). Social justice and equity in Eritrean schools: Lessons from school principals' experiences. Issues in Educational Research, 29(4), 1143-1159. http://www.iier.org.au/iier29/fessehation.pdf