Race, identity and leadership in South African and English schools

Abstract

This paper reports a pilot study. It adopts an international perspective in examining the perceptions and practice of leaders in a South African and an English primary school. Both schools have experienced a relatively swift and large scale diversification of learners away from the previous white profile to one where white learners are in the minority and there are various ethnic groups represented amongst the majority. In each case the educators, and particularly the senior management team, have not diversified to the same extent. Data from interviews with educators in South Africa and in England are explored to consider how diversity is conceived, and how ethnicity/race is placed within diversity. By considering instances of practice in two countries, similarities and differences are identified, in order to increase understanding of context, its relation to practice and the implications for managers and leaders