ADHERING TO THE ASSUMPTIONS OF INVITATIONAL EDUCATION: A CASE STUDY

South African schools are constantly faced by evolving needs and challenges characterised by change. As is the case in schools in other countries, schools in South Africa encounter pressure to ‘produce more for less’ and at the same time to achieve certain goals and standards. Transforming schools into inviting institutions requires a paradigm shift among the principals and staff of schools. The International Alliance for Invitational Education views Invitational Education (IE) as a means of changing classrooms into inviting places and altering the climate at schools. This article focuses on the way in which a primary school in Gauteng which received the prestigious Invitational Education award for being inviting succeeded in adhering to the assumptions of IE. A qualitative investigation explored the principal and educators’ perceptions of the way in which their school adheres to the following four IE assumptions: 1 Respect: People are able, valuable and responsible and should be treated accordingly. 2 Trust: Education is a collaborative, cooperative activity. 3 Optimism: People possess untapped potential in all areas of development. 4 Intentionality: Human potential is best realised by people, places, policies, processes and programmes that are specifically designed to invite development.Educational Leadership and Managemen