Leadership Identity in Ethnically Diverse Schools in South Africa and England

Autor/inn/en	Lumby, Jacky; Heystek, Jan
Titel	Leadership Identity in Ethnically Diverse Schools in South Africa and England
Quelle	In: Educational Management Administration & Leadership, 40 (2012) 1, S.4-20 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143211420609
Schlagwörter	Foreign Countries; Elementary Schools; Instructional Leadership; Racial Composition; Racial Factors; School Demography; Enrollment Trends; Social Change; Beliefs; Administrator Attitudes; Teacher Attitudes; Context Effect; Urban Schools; Self Concept; Racial Attitudes; Whites; Advantaged; Minority Groups; Ethnicity; Cross Cultural Studies; Identification (Psychology); Power Structure; Politics of Education; South Africa; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Grundschule; Volksschule; Instruction; Leadership; Bildung; Erziehung; Führung; Schulbesuchsrate; Sozialer Wandel; Belief; Glaube; Lehrerverhalten; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Selbstkonzept; Rassenfrage; White; Weißer; Ethnische Minderheit; Ethnizität; Cultural comparison; Kulturvergleich; Educational policy; Bildungspolitik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article adopts an international perspective to examine the perceptions and practice of leaders in a South African and an English primary school and the leadership implications. Both schools have experienced a relatively swift and large scale diversification of learners away from the previous white majority. In each case the educators have not diversified to the same extent. Interview data is explored to consider how diversity is conceived, and the implications for practice. Similarities and differences are identified, in order to increase understanding of context, its relation to practice and the implications for development in diverse organizations and societies. The article concludes that in both countries there are assertions that skin colour does not matter. Such blindness is a barrier to building greater inclusion. (Contains 1 table and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10