Title

Fostering Movements or Silencing Voices: School Principals in Egypt and South Africa

Publication Date

1-1-2015

Document Type

Article

Abstract

In 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.

Publication Title

International Journal of Multicultural Education

Volume

17

Issue

1

First Page

188

Last Page

210

DOI

10.18251/ijme.v17i1.969

Version

open access