Skip to content Skip to navigation
University of Warwick
  • Study
  • |
  • Research
  • |
  • Business
  • |
  • Alumni
  • |
  • News
  • |
  • About

University of Warwick
Publications service & WRAP

Highlight your research

  • WRAP
    • Home
    • Search WRAP
    • Browse by Warwick Author
    • Browse WRAP by Year
    • Browse WRAP by Subject
    • Browse WRAP by Department
    • Browse WRAP by Funder
    • Browse Theses by Department
  • Publications Service
    • Home
    • Search Publications Service
    • Browse by Warwick Author
    • Browse Publications service by Year
    • Browse Publications service by Subject
    • Browse Publications service by Department
    • Browse Publications service by Funder
  • Help & Advice
University of Warwick

The Library

  • Login
  • Admin

Colour-blind educational leadership policy : a critical race theory analysis of school principalship standards in South Africa

Tools
- Tools
+ Tools

Moorosi, Pontso (2021) Colour-blind educational leadership policy : a critical race theory analysis of school principalship standards in South Africa. Educational Management Administration & Leadership, 49 (4). pp. 644-661. 20973670. doi:10.1177/1741143220973670 ISSN 1741-1432.

[img]
Preview
PDF
WRAP-colour-blind-educational-leadership-policy-Moorosi-2020.pdf - Published Version - Requires a PDF viewer.
Available under License Creative Commons Attribution 4.0.

Download (228Kb) | Preview
Official URL: https://doi.org/10.1177/1741143220973670

Request Changes to record.

Abstract

In the light of recent media reports of racism in South African schools, this paper examines the role of school principalship standards in addressing race in South African educational leadership. The paper draws on tenets of critical race theory to examine how issues of race are addressed in the Policy for School Principalship Standard in South Africa and the implications thereof for leadership preparation and leadership practice. The methodology involves the employment of content analysis underpinned by key tenets of critical race theory that challenge notions of colour-blindness, meritocracy and neutrality. The analysis reveals that there is no explicit mention or treatment of race and ethnicity as social constructs in the principalship standards. It also reveals that diversity and culture are used more, suggesting the emphasis on difference rather than inequality. The paper argues that, although driven by principles of social justice, the Policy for School Principalship Standard is colour-blind. Through this omission, the policy denies the existence of racism and fails to recognise the power and influence of school leaders (and principals, in particular) in shaping the race dynamic in schools. The paper ends with implications for the improvement of leadership policy and practice.

Item Type: Journal Article
Subjects: H Social Sciences > HT Communities. Classes. Races
L Education > LB Theory and practice of education
Divisions: Faculty of Social Sciences > Centre for Education Studies (2013- )
Library of Congress Subject Headings (LCSH): Educational leadership -- South Africa, Race discrimination -- South Africa, Racism in schools -- South Africa, Post-racialism -- South Africa
Journal or Publication Title: Educational Management Administration & Leadership
Publisher: SAGE Publications
ISSN: 1741-1432
Official Date: 1 July 2021
Dates:
DateEvent
1 July 2021Published
20 November 2020Available
Volume: 49
Number: 4
Page Range: pp. 644-661
Article Number: 20973670
DOI: 10.1177/1741143220973670
Status: Peer Reviewed
Publication Status: Published
Access rights to Published version: Open Access (Creative Commons)
Date of first compliant deposit: 24 November 2020
Date of first compliant Open Access: 25 November 2020
Is Part Of: 1

Request changes or add full text files to a record

Repository staff actions (login required)

View Item View Item

Downloads

Downloads per month over past year

View more statistics

twitter

Email us: wrap@warwick.ac.uk
Contact Details
About Us