Leadership identity in ethnically diverse schools in South Africa and England

Simple item page
dc.contributor.authorLumby J.
dc.contributor.authorHeystek J.
dc.date.accessioned2012-02-22T09:27:08Z
dc.date.available2012-02-22T09:27:08Z
dc.date.issued2012
dc.description.abstractThis 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. © The Author(s) 2011.
dc.identifier.citationEducational Management Administration and Leadership
dc.identifier.citation40
dc.identifier.citation1
dc.identifier.citation4
dc.identifier.citation20
dc.identifier.issn17411432
dc.identifier.otherdoi:10.1177/1741143211420609
dc.identifier.urihttp://hdl.handle.net/10019.1/19840
dc.titleLeadership identity in ethnically diverse schools in South Africa and England
dc.typeArticle
Files
Collections
Stellenbosch University - Scopus Publications