parents and principals as partners in creating a culture of learning

[ 82 1
includes a recognition of each others' limitations In knowledge and
expertise.
(2) Participation
Parental joint authority (participation) always implies recognition of and respect
for the typical authority structure of the school, which is determined in practice
by specially trained, competent and officially appointed principals. At all times
and at all managerial levels, these skilled principals should have a vote (a say in
the decisions taken). Within authority structures of this kind, participation
regarding certain didactic matters should be considered essential and in fact
welcomed. Parents should be free to criticise - or to make positive contributions
to - important aspects of education, but they do not have the right to prescribe to
the school's internal educational authority (Dekker, 1995:8).
Just as the school cannot replace the internal authority of the home, so the home
cannot trespass upon the internal authority of school education. Participation does
not mean sole authority or domination. In the final analysis participation comes
down to the mutual recognition and respect of the school and the home for one
another as independent partners, which is really a question of sound ethics
(Sandfort, 1987:101-102).
Only when the above conditions are met does the partnership have a good chance
ofsucceeding, to the benefit ofthe pupil and education as a whole. Joint authority
may be exercised individually or collectively (in organised parent bodies) (Dekker,
1995:8).
Through partICIpation the parent can restore his natural right in education.
Participation does not mean that everyone participates in everything, but rather that
parents are represented on all levels of school management (Dekker & Lemmer,
1993: 136).