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
Publisher Policy
open access
Open Access Status
OA Journal
Recommended Citation
Marsh, Tyson E.J. and Knaus, Christopher B., "Fostering Movements or Silencing Voices: School Principals in Egypt and South Africa" (2015). Education Publications. 108.
https://digitalcommons.tacoma.uw.edu/education_pub/108