The research project aimed at understanding how culture and history shape the role of governance in public schools. It has highlighted the role that parents can and should play in school governance, as supporters, as governors, as co-teachers, as informed consumers and as partners. All these roles are within the legislative framework of the South African School Act 84 of 1996 (SASA). However, this study suggests that much of the literature has not looked at specific ways in which parents participate that are influenced by their interests, values, cultural background and beliefs. One of the major insights in the study is the cultural understanding of the role of school governance, which translates into a very different conception of justice and how it is articulated in the role of governing in conflict management. This study has shown that through the particular cultural practices that privilege restorative justice over retributive justice, traditional conceptions can be a strong force for conflict management and stability at schools. More specifically, this study has shown how governors can consciously use the framework legislation, i.e. the SASA, to reinforce particular social or cultural identifies.