| Abstract: | AbstractWhether or not a school is dysfunctional depends largely on how dysfunctionality in schools is defined and measured. Dysfunctionality, as any construct, is subject to definition and interpretation, and it is thus always marked by perspectivism. But regardless of the definition games occasionally played by academics, some form of reality takes place beyond the constructivist horizon. Moreover, perspectivism and definition games may justify and even create adverse consequences within a school's lived reality. A definition focussing on Grade 12 pass rates, for example, tends to implicate teachers, while a definition focussing on infrastructure tends to exculpate teachers and incriminate government and administration. Accordingly, this article will not end but begin with the adage that a dysfunctional school is what one defines a dysfunctional school to be, and it will explore the conditions and consequences of conceptual variations. |
