Exploring the Dynamics of Chronic Conflict in Four Selected Schools in the Durban Region

Exploring the dynamics of chronic conflict in four selected schools in the Durban region by Shobana Mandraj Student number: 991273273 A thesis submitted for the degree of Doctor of Philosophy in the School of Education, University of KwaZulu-Natal, in KwaZulu-Natal Promoter: Professor Reshma Sookrajh Co-Promoter: Dr LR Maharajh January 2018 1 DECLARATION I, Shobana Mandraj declare that: 1) The research reported on in this thesis, except where otherwise indicated, is my original work. 2) This thesis has not been submitted for any degree or examination at any other university. 3) This thesis does not contain other persons’ data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. 4) This thesis does not contain other persons’ writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: i. their words have been re-written but the general information attributed to them has been referenced; ii. where their exact words have been used, their writing has been placed inside quotation marks, and referenced. 5) This thesis does not contain text, graphics, or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the References sections. _________________S Mandraj ________________10 December 2018 Shobana Mandraj Date _________________R Sookrajh ________________10 December 2018 Professor Reshma Sookrajh Date Promoter _________________ ________________10 December 2018 Dr LR Maharajh Date Co-Promoter 2 DEDICATION I dedicate this thesis to: The memory of my Mum, Mrs LAXMI MANDRAJ, who passed away while I was completing this thesis, and to the memory of my late dad, Mr BADRI MANDRAJ of Pietermaritzburg, whose passion for teaching and learning instilled in me a thirst for knowledge which I hope to eternally perpetuate. 3 ACKNOWLEDGEMENTS I am immensely indebted to a host of individuals who participated, encouraged, supported and guided my study. I express my deep gratitude to: Professor Reshma Sookrajh for her insight and guidance in shaping my study. Dr L. R. Maharajh for his support, assistance and discernment in assisting the finalisation of my thesis. Dr S. Ramson for his insightful understanding of my research phenomenon, for his ability to constantly challenge me as well as for his adept editorial assistance. The participants of this study who I cannot name due to our ethical declarations of confidentiality and anonymity. We are well known to one another, and their contributions are immense. A very special appreciation to all of them. Mr S N Pillay, Dr J Naidoo, Mrs Priscilla Pillay, Ms Brenda Pillay, Ms Nompumelelo Mkhungo and Mr Navin Siebalak for the technical and administrative assistance. My family for the support and love during this lengthy period of the study, especially my youngest son, Badri Yashtar Mandraj who spent gruelling hours with me in polishing and finalising the technological aspects. To all those who motivated and supported me during the completion of this thesis. 4 ABSTRACT Using reflexive narrative and autoethnography, this study explores the nature and manifestation of ‘chronic conflict’ in school leadership. With autoethnography as a method in this study, the researcher employs a systematic self-reflective analysis in exploring her own life story within a sociocultural and historical context in which it occurred, alongside those of her colleagues. This approach challenges traditional ways of doing research and presents research as a socially conscious activity, the reflexive nature of which makes it both a process and product. In presenting the rationale for the study, it is argued that educational leaders should become reflective practitioners since they engage with educational reform and find ways to facilitate and sustain school improvement. The purpose of the study was to develop a deeper understanding of the phenomenon of conflict as experienced by school principals and educators during their interaction with staff and important stakeholders, like governing body members. The use of the term “chronic” in this thesis is a borrowing from a medical disease model where chronic conflict is regarded as an illness that develops slowly over time, producing symptoms that remain continuous or intermittent. The research confines itself to a series of in-depth narrations by selected participants of four schools, two secondary and two primary where the narrators of each of these institutions presents a vivid account of recurring conflicts at their specific schools. The case study approach used in this study responds to the key questions of this study, namely, what is the nature of chronic conflict at schools; how is chronic conflict manifested at schools, and why does chronic conflict manifest in the way it does at these schools? Complexity theory, one of the main theories to dominate the conflict theory landscape is used to underpin the observations and analysis of conflict in this study. This theory asserts that changes in any system are non-linear, unpredictable and the product of complex processes and multi- systems, which necessitates deep self-reflection, original strategy development and intervention for each conflict scenario. 5 The findings reflect that the manifestation of conflicts multiply in frequency and intensity which, over a prolonged period, “mastasizes” and forges an array of “intractable” consequences which contributes to the idea of chronicity. 6 TABLE OF CONTENTS DECLARATION ............................................................................................................................................... 2 DEDICATION .................................................................................................................................................. 3 ACKNOWLEDGEMENTS ................................................................................................................................. 4 ABSTRACT ...................................................................................................................................................... 5 Prologue: Foregrounding the rationale………………………………………………………11 TABLE OF CONTENTS ..................................................................................................................................... 7 Chapter One: Introduction .......................................................................................................................... 29 Conflict: A Multidimensional Concept ....................................................................................................... 29 1.1 Introduction: describing the problem ......................................................................................... 29 1.2 Autoethnography ........................................................................................................................ 31 1.3 An annotated literature review .................................................................................................. 32 1.4 The research methodology ......................................................................................................... 35 1.4.1 Participants, data collection, data analysis ......................................................................... 35 1.5 Chapter outlines .......................................................................................................................... 37 1.6 Conclusion ...................................................................................... Error! Bookmark not defined. Chapter Two: ............................................................................................................................................... 40 Literature Review ........................................................................................................................................ 40 2.1 Introduction ................................................................................................................................ 40 2.2. Global conflict ............................................................................................................................. 41 2.3 Conflict in South Africa................................................................................................................ 42 2.4 Conflict at School level ................................................................................................................ 45 2. 5 Understanding conflict behaviour .............................................................................................. 46 2.5.1 Conflict concepts ................................................................................................................ 46 2.5.2 Explaining conflict management ......................................................................................... 49 Chapter Three: ............................................................................................................................................ 52 Theoretical framework ............................................................................................................................... 52 3.1 Introduction ................................................................................................................................ 52 3.2 A Model explaining Conflict .......................................................................................................

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