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Article
Fostering Movements or Silencing Voices: School Principals in Egypt and South Africa
International Journal of Multicultural Education
  • Tyson E.J. Marsh
  • Christopher B. Knaus, University of Washington Tacoma
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.
DOI
10.18251/ijme.v17i1.969
Version
open access
Citation Information
Tyson E.J. Marsh and Christopher B. Knaus. "Fostering Movements or Silencing Voices: School Principals in Egypt and South Africa" International Journal of Multicultural Education Vol. 17 Iss. 1 (2015) p. 188 - 210
Available at: http://works.bepress.com/christopher_knaus/13/