ABSTRACT
This chapter focuses on supervision in the school-based work in the United States and in South Africa. Harlene Anderson has developed a supervision activity in which different members of the supervision group listen from different perspectives, which she calls the “As If” exercise. In both the United States and South Africa, clinical work in schools requires an awareness of the individual voices of the children, and the voices of each individual teacher and school official, a sort of collective voice of the school system. In South Africa, the conversation is less about legal rights and entitlements, and more about tradition coming into conflict with change. Political and social issues speak loudly in schools as well. In both the United States and South Africa, long histories of racism and segregation cast a shadow over the educational system, and, in the United States in particular, battles over immigration and deportation are fought daily in the public schools.
