Reflections on a phenomenological inquiry into Zimbabwean women's stories of managing schools
This paper reflects on the importance of applying a phenomenological approach to women’s lived experiences as educational leaders. This paper draws its data mostly from fieldwork conducted in 2004/5 in Zimbabwe. The research was an in-depth qualitative study that was conducted along phenomenological...
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| Format: | text |
| Language: | English |
| Published: |
2016
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| Online Access: | http://hdl.handle.net/11408/1145 |
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