Legitimacy, traditional institutions and school governance : a case study of an eastern district
Following South Africa's democratization in 1994, the country has undergone significant transformation in virtually all spheres of life. In the rural local governance arena this transformation has been characterized by tensions and contradictions arising from uncertainties about structures of local governance. In post apartheid South Africa we have a situation which may be described as having two bulls in one kraal i.e. traditional authorities and newly elected democratic councillors sharing the responsibility of government. The presence of these two centres of power at the local level serves as basis for conflictual relationships and competing discourses and this impact badly on service delivery. While the current legislation on rural local governance is rich in issues pertaining to redress and equity, the reality on the ground is that rural-urban inequalities are perpetuated. This research seeks to offer insights into this situation.The study focuses on the role of traditional institutions in rural development and more specifically in school governance in rural communities. In the case of schools, traditional authorities and school governing bodies represent these competing discourses. During the apartheid period traditional authorities were directly involved in schooling and they were part of school governance, working hand in glove with school communities. This relationship was redefined in 1994 and consequently traditional authorities were excluded from schooling. The aim of this study is to investigate the consequences of the exclusion of this institution from school governance by comparing ways in which governing structures operated and impacted on education practices before and after 1994. The study is therefore trying to answer the question: What were the advantages and disadvantages of the involvement of the Qwebe-qwebe traditional authority in schools under its jurisdiction before 1994 and what was the significance of its exclusion after 1996? The study draws on Ray's concepts of shared and divided legitimacy to conceptualize shifts in the role of traditional authorities in relation to school governance before and after 1994. This is a qualitative case study. Most of the data were collected through interviews. The data was analyzed in order to foreground the relationship between the legitimacy of the modem state and that of traditional leaders in relation to school governance functions. The study concludes that traditional leaders fulfilled a number of functions that supported schools before 1994. New state structures have not been able to take on these functions effectively. As traditional leaders are competing with new government structures for legitimacy and support this competition further undermines the effectiveness of these structures.
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