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Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch.
Thesis (MEd)--Stellenbosch University, 2025.
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Stellenbosch : Stellenbosch University
2026
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| _version_ | 1867613806003224576 |
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| access_status_str | Open Access |
| author | Petersen, Keanan |
| author2 | Rinquest, Elzahn |
| author_browse | Petersen, Keanan Rinquest, Elzahn |
| author_facet | Rinquest, Elzahn Petersen, Keanan |
| author_sort | Petersen, Keanan |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEd)--Stellenbosch University, 2025. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/134767 |
| institution | Stellenbosch University (South Africa) |
| last_indexed | 2026-06-10T12:41:59.323Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2026 |
| publishDateRange | 2026 |
| publishDateSort | 2026 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/134767 Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch. Petersen, Keanan Rinquest, Elzahn Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies. Inclusive education -- South Africa -- Stellenbosch School management teams -- South Africa -- Stellenbosch Educational leadership -- South Africa -- Stellenbosch UCTD Thesis (MEd)--Stellenbosch University, 2025. Petersen, K. 2025. Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/30ef5346-aefc-46ed-a116-581be2296efa This study investigates the spatialised practices of School Management Team (SMT) members in advancing culturally inclusive education at a primary school in Stellenbosch from 1994 to 2023. It seeks to understand the nature, extent, and implications of these practices across the physical, social, and mental domains of the school environment which saw a huge shift in learner demographics since the advent of democracy. This is done through drawing frow Lefebvre’s theory of spatial production and Zembylas notion of teacher identity. Anchored within the interpretive research paradigm, the study recognises that reality is co-constructed through subjective and shared experiences. A qualitative research methodology was employed, comprising semi-structured interviews with four SMT members and document analysis of institutional policies. Findings reveal the intricate interplay between policy developments, SMT members' subjective dispositions, and their enactment of spatial practices that shape inclusive education. The study identifies a relationship between SMT members’ individual subjectivities and their spatialised approaches to culturally responsive education. Furthermore, it uncovers how physical school spaces can both reinforce and challenge prevailing cultural norms, thus influencing the school's inclusivity trajectory. Notably, while efforts toward inclusive transformation are evident, resistance in certain domains highlights the ongoing need for critical reflection and sustained dialogue. The research concludes that culturally responsive place-making practices transcend policy mandates, being deeply rooted in educators’ values, lived experiences, and personal frameworks. It recommends targeted professional development to support SMT members in interrogating their biases and fostering reflective, inclusive leadership. AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die ruimtelike praktyke van Skoolbestuurspanlede (SBS) in die bevordering van kultureel-inklusiewe onderwys by 'n laerskool in Stellenbosch van 1994 tot 2023 Dit poog om die aard, omvang en implikasies van hierdie praktyke oor die fisiese, sosiale en verstandelike domeine van die skoolomgewing te verstaan, wat 'n groot verskuiwing in leerderdemografie gesien het sedert die koms van demokrasie. Dit word gedoen deur te put uit Lefebvre se teorie van ruimtelike produksie en Zembylas se idee van onderwyseridentiteit. Geanker binne die interpretatiewe navorsingsparadigma, erken die studie dat die werklikheid mede-gekonstrueer word deur subjektiewe en gedeelde ervarings. 'n Kwalitatiewe navorsingsmetodologie is gebruik, wat semi-gestruktureerde onderhoude met vier SBS-lede en dokumentontleding van institusionele beleide insluit. Bevindinge onthul die ingewikkelde wisselwerking tussen beleidsontwikkelings, SBS-lede se subjektiewe ingesteldhede en hul implementering van ruimtelike praktyke wat inklusiewe onderwys vorm. Die studie identifiseer 'n verband tussen SBS-lede se individuele subjektiwiteite en hul ruimtelike benaderings tot kultureel-responsiewe onderwys. Verder ontbloot dit hoe fisiese skoolruimtes heersende kulturele norme kan versterk en uitdaag, en sodoende die skool se inklusiwiteitstrajek kan beïnvloed. Dit is opmerklik dat, terwyl pogings tot inklusiewe transformasie duidelik is, weerstand in sekere domeine die voortdurende behoefte aan kritiese refleksie en volgehoue dialoog beklemtoon. Die navorsing kom tot die gevolgtrekking dat kultureel responsiewe plekmaakpraktyke beleidsmandate oortref en diep gewortel is in opvoeders se waardes, geleefde ervarings en persoonlike raamwerke. Dit beveel geteikende professionele ontwikkeling aan om SMT-lede te ondersteun om hul vooroordele te ondersoek en reflektiewe, inklusiewe leierskap te bevorder. Masters 2026-01-07T08:52:21Z 2026-01-07T08:52:21Z 2025-12 Thesis https://scholar.sun.ac.za/handle/10019.1/134767 Stellenbosch University 182 pages : illustrations application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Inclusive education -- South Africa -- Stellenbosch School management teams -- South Africa -- Stellenbosch Educational leadership -- South Africa -- Stellenbosch UCTD Petersen, Keanan Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch. |
| title | Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch. |
| title_full | Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch. |
| title_fullStr | Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch. |
| title_full_unstemmed | Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch. |
| title_short | Exploring the spatialised practices of SMT members on culturally inclusive education transformation at a primary school in Stellenbosch. |
| title_sort | exploring the spatialised practices of smt members on culturally inclusive education transformation at a primary school in stellenbosch |
| topic | Inclusive education -- South Africa -- Stellenbosch School management teams -- South Africa -- Stellenbosch Educational leadership -- South Africa -- Stellenbosch UCTD |
| url | https://scholar.sun.ac.za/handle/10019.1/134767 |
| work_keys_str_mv | AT petersenkeanan exploringthespatialisedpracticesofsmtmembersonculturallyinclusiveeducationtransformationataprimaryschoolinstellenbosch |