Investing in Diversity in London Schools: Leadership Preparation for Black and Global Majority Educators

Johnson, Lauri; Campbell-Stephens, Rosemary M.

doi:10.1177/0042085910384353

Cited by 16 publications

(12 citation statements)

References 21 publications

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“…Challenges to dominant discourses need to include diverse voices and experiences that instill the values of a raceconscious model of leadership (Alston, 2005;Santamaria and Santamaria, 2012). Further recommendations include the use of support networks to provide early leadership coaching to help black women successfully confront challenges of inequality and negative stereotypes in their work settings (Alston, 2005;Johnson and Campbell-Stephens, 2010).…”

Section: Discussionmentioning

confidence: 99%

Threadbare BUT Bonded—Weaving Stories and Experiences Into a Collective Quilt of Black Women’s Leadership

Curtis

2020

Front. Educ.

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As black women leaders within the 21st century sharing our stories, reflections and contributions remain an area of high anxiety, reluctance and resistance. The fear of these contentions can elicit feelings of invisibility, voicelessness, rejection and reprisal. Black women's experiences of leadership are, at times, visualized metaphorically as a single bare thread. A thread that maneuvers and meanders aimlessly, not through choice, but by navigating their way through institutional systems. Their journeys are fueled with micro aggressions, convoluted racial barriers and systemic obstacles placed within their paths while attempting to reach and sustain their leadership positions. In her research (Curtis, 2014, 2017), has sought to connect these threadbare yet bonded experiences by weaving the participants counter-narratives into a collective quilt. A quilt designed and developed to show their stories of leadership. This methodology displays their strengths and commands visibility while displaying vibrant, passionate social justice leadership within these symbolic colorful, tired and tangled yarns. Black women's survival in leadership positions is often not one of centrality within mainstream literature. These experiences are not commonly championed or celebrated by those who hold dominance within society. However, within this research, black women's survival is one in which their resilience hangs solitary at times by a threadbare yarn. Using these threads to authenticate connectedness and weaving their journeys of leadership has utilized a bond and created an opportunity to share with other black women leaders their often isolated experiences. The research expands their expressive, creative liberation using the lens of Critical Race Theory and black feminism to explore the women's cultural identities as educational leaders.

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Section: Discussionmentioning

confidence: 99%

Threadbare BUT Bonded—Weaving Stories and Experiences Into a Collective Quilt of Black Women’s Leadership

Curtis

2020

Front. Educ.

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“…The impact of additive and intersecting combinations of protected characteristics that result in dual/multiple discriminations are yet to be charted, though Showunmi et al’s (2016: 917) use of an intersectional framework demonstrates ‘that socio-demographic identities should be considered simultaneously in order to challenge universalist, gender and ethnic neutral assumptions of leadership’. It is vital that future research should focus on the experiences of Black and Global Majority women to follow up the existing small body of empirical research carried out in England (Campbell-Stephens, 2009; Coleman and Campbell Stephens, 2010; Johnson and Campbell-Stephens, 2010, 2013; Moorosi et al, 2016; Ogunbawo, 2012; Showunmi et al, 2016).…”

Section: Discussionmentioning

confidence: 99%

Women secondary head teachers in England

Fuller

2017

Management in Education

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A note on versions:The version presented here may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the repository url above for details on accessing the published version and note that access may require a subscription.For more information, please contact eprints@nottingham.ac.uk 1 Women secondary headteachers in England: where are they now? Kay Fuller, University of Nottingham AbstractThe underrepresentation of women in secondary school headship in England and elsewhere is an early and longstanding theme in the women and gender in educational leadership literature. The purpose of this paper is to report findings from a statistical survey of secondary school headteachers across England. Data available in the public domain on school websites has been collated during a single academic year to present a new picture of where women lead secondary schools in England. Mapping the distribution of women by local authority continues to show considerable unevenness across the country. This paper argues that a geographical perspective still has value. It might influence the mobilisation of resources to targeted areas and ultimately result in women's proportionate representation in school leadership. Alongside this is a need for schools and academy trusts to comply with the Public Sector Equality Duty.

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“…These biases could be overt or covert and have been discussed in many studies about gender, disability and race in education where equal opportunities have not been exercised (Jacullo-Noto, 1991;Coleman, 1996;Pritchard, 2010;Coleman, 2012;Wyatt and Silvester, 2015). Studies about leadership and diversity in school management enlighten us with proactive approaches and programmes that have been developed to support diversity in educational leadership, which is essential for twenty-first-century teaching (Johnson and Campbell-Stephens, 2010;.…”

Section: Social Capitalmentioning

confidence: 99%

Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

Bruce-Golding

2019

Journal of Education

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There is a dearth of literature about the career life courses and voices of Deputy and Assistant Headteachers in secondary schools. This thesis examines the career trajectories and the experiences of Headship from 14 Deputy and Assistant Headteachers in secondary schools in Birmingham, England. A two-phase, mixedmethod study (survey and semi-structured life history interviews) was employed as part of an explanatory sequential design. This research builds upon previous work in life history studies along with career phases and stages research. The findings from this study add new insights to the senior leadership role and the perception of Headship in that the Deputy and Assistant Headteacher career stage and socialization experiences can determine whether they stay, leave or climb the career ladder to Headship. This thesis tentatively suggests that Deputy and Assistant Headteachers lean towards displaying mainly Bonder, Bridger or Leaver characteristics that contribute to aspiration and how they utilize their social capital in their career journeys. A new career stages and phases framework pertaining to Deputy and Assistant Headship in secondary schools has been forwarded which draws on the distinction between bonding and bridging social capital and career transition in school leadership and management. iii This thesis is dedicated to: My parents Austin and Vashti; who have taught me about the value of education and perseverance during challenge through their life histories and their inimitable approach to life, and Robert: for being my rock and wonderful support. Life history exploration is a powerful way of walking with and understanding the individual's unique life pathway which informs and guides their values, morals, decisions, attitudes towards justice and personal agency. I would like to extend a very special thank you to Professor Julie Allan for having an open door and providing the encouragement, guidance and support when I most needed it. My family and friends Thank you to my family and friends, in particular to Angela, Deborah, Ray, Antonio and Audrey, who have been voices of continued positivity and encouragement for me to strive towards my goals.

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Investing in Diversity in London Schools: Leadership Preparation for Black and Global Majority Educators

Cited by 16 publications

References 21 publications

Threadbare BUT Bonded—Weaving Stories and Experiences Into a Collective Quilt of Black Women’s Leadership

Threadbare BUT Bonded—Weaving Stories and Experiences Into a Collective Quilt of Black Women’s Leadership

Women secondary head teachers in England

Career Trajectories of Deputy and Assistant Headteachers and Their Perceptions of Secondary Headship

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