Fostering Movements or Silencing Voices: Learning from Egypt and South Africa, Leading Against Racism
Keywords:Egypt, South Africa, Educational Leadership, Critical Multiculturalism, Racism
AbstractIn this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided (by race, religion, and/or class) and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is negatively shaped by schooling practices that foster race and class-based inequalities. Using personal narratives of school principals, we situate educational leadership as core to understanding how Western educational reforms are structured, conceived and enacted within Egyptian and South African contexts. This analysis sheds light on how educational inequalities are reinforced and justified by contexts of educational leadership and how efforts to resist are institutionally silenced.
How to Cite
So that authors and publisher may be protected from the consequences of unauthorized use of the contents published in IJME, we require, as a condition of publication, that authors assign us all rights, including subsidiary rights, to their work. This enables us to promote and distribute the contribution in professionally appropriate venues. Authors have nonexclusive license to use their work without charge and without further permission after it has been published by IJME, as long as the IJME publication is referenced.