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

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.

Resisting whiteness: Anti‐racist leadership and professional learning in majority white senior leadership teams in English schools

“…This project evidences the impact professional learning can have on school leaders who work in systems that position them as race neutral (Moorosi, 2021). It shows shared tensions and feelings of isolation when resisting whiteness for school leaders who are PoC as well as for those racialised as white; both groups were cognisant of structural racism but working in perceived post‐racial realities from different standpoints.…”

“…Instead the ARSA award motivated her morally towards understanding inequality and recognised her own structural advantages in the racial order. Sian deployed ‘kindness’ as an ‘emotional tool of whiteness’ (Picower, 2009, p. 208), evading conflict about realities of racism (Leonardo, 2009) as a way to ‘de‐racialise’ situations (Puwar, 2004) and maintain a race‐neutral position (Moorosi, 2021). Children's protection from racism was framed as dependent on kindness, rather than safeguarding.…”

“…All participants expressed a challenge in negotiating their racialised identities amid the anti‐racist transformations they sought to establish, feeling a need to justify anti‐racist work to a wider system that encouraged them to apporach their roles as race‐neutral (Moorosi, 2021).…”

“…The RISL programme is based on the theory of transformative learning (Mezirow, 1991(Mezirow, , 1995 using theories of wholeness (Grant, 2014) and liberatory, progressive education (Freire & Ramos, 1970) that favour models of critical and creative reflection for adult learners where self-reflection leads to personal transformations. Moorosi (2021) suggests leaders are encouraged to approach school leadership as race-neutral leaders, standards emphasising 'race' as creating 'difference rather than inequality ' (p. 644). The course interrupts current frames of reference through introducing theoretical material and think-pieces (on concepts such as, colour-blindness and educational policy history) whilst providing a reflective space for personal enquiry and group discourse to challenge assumptions, interpretations, and beliefs to expand points of view (Mezirow, 1991(Mezirow, , 1995.…”

Leadership development, gender and race: Intersectional insights from South Africa

“…These journeys specifically pertain to the challenges of discrimination, stereotyping and structural barriers (Benschop & Brouns, 2003; Benschop & Doorewaard, 1998; Carton & Rosette, 2011; Castilla, 2008; Chisholm‐Burns et al, 2017). Similarly, a growing body of research argues that people of colour do not experience leadership situations in the same way as White people (James & Busia, 1993; Littrell & Nkomo, 2005; Littrell & Valentin, 2005; Moorosi, 2021; Nkomo, 2011; Ohlott, 2002; Parker, 2005; Spiller et al, 2021). More specifically, people of colour experience challenges within leadership development contexts regarding visible role models, cultural differences, stereotyping, discrimination, heavy penalties for mistakes, and resistance to authority (Ellis et al, 2006; Livingston et al, 2012; McCarty Kilian et al, 2005; Rosette et al, 2016).…”