THE OMITTED CONVERSATION: INCORPORATING TEACHER UNIONSCHOLARSHIP FOR A TRANSFORMATIVE EDUCATIONAL AGENDA WITHIN THE EDUCATIONAL LANDSCAPE IN SOUTH AFRICA

Abstract

The global paradigm shift in educational transformation necessitates a reappraisal of the roles assumed by all relevant stakeholders in education, including teacher unions. Teacher unions have historically been situated within the realms of labour advocacy, engaging in the bargaining process and striving for improved working conditions for educators. However, teacher unions have been marginalized in discussions regarding long-term educational reform, as they lack representation in both school governance structures and professional management roles. This study examines the overlooked discussions surrounding the incorporation of teacher unions into school leadership structures. This study critically examines the overarching narratives surrounding educational innovation through the lens of institutional theory. This study presents a compelling argument on a global scale, asserting that teacher unions are not merely reactive entities. Instead, they hold transformative potential to reshape educational landscapes by advocating for policies that promote social equity, democratic participation, and professional development. This study, rooted in qualitative interpretive design, derives its insights from participants located in two primary schools and two secondary schools in the Gauteng Province. The findings highlight that when teacher unions are involved in school leadership, they can assist the school in transcending power oppositions to serve as advocates for inclusive and sustainable improvement. However, omissions that are systematically embedded in policy persist in undermining this potential. Consequently, this research advocates for an epistemic orientation in educational governance, positioning union perspectives as central rather than marginal in discussions of reform. This study concludes by presenting recommendations for reforming educational governance to acknowledge teacher unions as co-constructors of educational improvement, grounded in principles of social justice, contextual responsiveness, and collaboration.