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Leadership identity in ethnically diverse schools in South Africa and England

Record type: Article

This paper adopts an international perspective to examine the perceptions and practice of leaders in a South African and a UK 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 organisations 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

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Citation

Lumby, Jacky and Heystek, Jan (2011) Leadership identity in ethnically diverse schools in South Africa and England Educational Management Administration and Leadership, 40, (1)

More information

Accepted/In Press date: 2011

Identifiers

Local EPrints ID: 177047
URI: http://eprints.soton.ac.uk/id/eprint/177047
ISSN: 1741-1432
PURE UUID: 953ef36e-579e-459b-9f8d-24669dafd43b

Catalogue record

Date deposited: 15 Mar 2011 10:08
Last modified: 18 Jul 2017 12:06

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Contributors

Author: Jacky Lumby
Author: Jan Heystek

University divisions


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