Leadership for equality in education: 50 years marching forward or marching on the spot
Leadership for equality in education: 50 years marching forward or marching on the spot
This article will consider how Educational Management Administration and Leadership (EMAL) as an embodiment of the values, concepts and practice of the field has played a part in challenging or sustaining inequality in education during fifty years of publication. Critical theory suggests that individuals in dominant groups resist giving up privileges but also believe they are committed to equality. The article explores if this paradox is reflected in EMAL. It will consider the profile of authors and the foci of research, theoretical developments, methodology and methods and the extent of concrete calls for action within the broad area of (in)equality. The article will consider the relative emphasis on some inequalities and silence about others, how far insights from other disciplines have been utilised and the consequences of the majority of data being staff self-report and focused on staff rather than learners. It will explore how earlier engagement with inequality, sexism and racism has more recently become concern with diversity and social justice, and what this signifies. It will search for examples of strategies to achieve change, for example, by communicating the experience and outcomes of inequality, and avoidance and displacement as tools of resistance, for example a focus on black experience rather than white privilege. Since 1972, articles where a keyword is one of the major terms related to inequality form 3.4% of all published material. The article will conclude by considering how lessons from interrogating this body of publications over fifty years might enable the field to go forward.
education, leadership, equality, gender, racism,
233-251
Moorosi, Pontso
15d00329-f2b3-4b60-a9d7-c9b4887bf7fa
1 March 2022
Moorosi, Pontso
15d00329-f2b3-4b60-a9d7-c9b4887bf7fa
Lumby, Jacky and Moorosi, Pontso
(2022)
Leadership for equality in education: 50 years marching forward or marching on the spot.
Educational Management Administration & Leadership, 50 (2), .
(doi:10.1177/17411432211064425).
Abstract
This article will consider how Educational Management Administration and Leadership (EMAL) as an embodiment of the values, concepts and practice of the field has played a part in challenging or sustaining inequality in education during fifty years of publication. Critical theory suggests that individuals in dominant groups resist giving up privileges but also believe they are committed to equality. The article explores if this paradox is reflected in EMAL. It will consider the profile of authors and the foci of research, theoretical developments, methodology and methods and the extent of concrete calls for action within the broad area of (in)equality. The article will consider the relative emphasis on some inequalities and silence about others, how far insights from other disciplines have been utilised and the consequences of the majority of data being staff self-report and focused on staff rather than learners. It will explore how earlier engagement with inequality, sexism and racism has more recently become concern with diversity and social justice, and what this signifies. It will search for examples of strategies to achieve change, for example, by communicating the experience and outcomes of inequality, and avoidance and displacement as tools of resistance, for example a focus on black experience rather than white privilege. Since 1972, articles where a keyword is one of the major terms related to inequality form 3.4% of all published material. The article will conclude by considering how lessons from interrogating this body of publications over fifty years might enable the field to go forward.
Text
Leadership and equality full version
- Accepted Manuscript
Text
17411432211064425
- Version of Record
More information
Accepted/In Press date: 17 November 2021
Published date: 1 March 2022
Additional Information:
Funding Information:
The authors are grateful to Marianne Coleman, Marlene Morrison, Alison Williamson and anonymous EMAL reviewers for their helpful initial ideas and feedback on the text, and to Justine Hope and staff at Sage for advice on records of EMAL. The author(s) received no financial support for the research, authorship and/or publication of this article.
Publisher Copyright:
© The Author(s) 2021.
Keywords:
education, leadership, equality, gender, racism,
Identifiers
Local EPrints ID: 470406
URI: http://eprints.soton.ac.uk/id/eprint/470406
ISSN: 1741-1432
PURE UUID: ee6720e6-e848-4fa2-a2a6-c8076b62ec48
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Date deposited: 10 Oct 2022 16:43
Last modified: 16 Mar 2024 22:13
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Author:
Jacky Lumby
Author:
Pontso Moorosi
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