出版社：Australian Institutes for Educational Research
摘要：The article addresses the challenges faced in the implementation of the new curriculumin Zimbabwe. The new curriculum was rolled out in the midst of various trajectories(challenges), such as lack of resources, inadequate teacher preparation and resistancefrom teachers and parents, among others. We used relational leadership as a theoreticallens, which buttresses a need for school leadership that prioritises relationships withinthe implementation context. The study was qualitative, with 25 participants chosenthrough purposeful sampling and snowballing from five different schools in ruralZimbabwe. Data were collected through interviews and a focus group discussion. Thedata were then analysed using the lens proposed by Laws, Harper and Marcus (2003),where various themes were identified responding to the research questions. The studyfound that healthy school relations, though overlooked, are very important in the successof any curriculum implementation process and that there is a need for curriculumplanners, school heads, teachers and learners to invest in healthy relations underpinnedby social justice, emancipation and improvement of school conditions as alternatives toenhance a contested curriculum implementation.
