Leveraging Women's Leadership Talent to Promote a Social Justice Agenda in Ethiopian Schools

Autor/inn/en	Tekleselassie, Abebayehu Aemero; Roach, Virginia
Titel	Leveraging Women's Leadership Talent to Promote a Social Justice Agenda in Ethiopian Schools
Quelle	In: Teachers College Record, 123 (2021) 8, S.176-201 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-4681
DOI	10.1177/01614681211048656
Schlagwörter	Foreign Countries; Females; Social Bias; Gender Bias; Social Justice; Access to Education; Transformational Leadership; Leadership Role; Administrator Role; Women Administrators; Educational Administration; Parent Role; Advocacy; Poverty; Participation; Equal Education; Educational Policy; Cultural Influences; Moral Values; Ethics; Ethiopia + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Geschlechterstereotyp; Soziale Gerechtigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Weibliche Führungskraft; Bildungsverwaltung; Schuladministration; Schulverwaltung; Parental role; Elternrolle; Sozialanwaltschaft; Armut; Teilnahme; Politics of education; Bildungspolitik; Cultural influence; Kultureinfluss; Moral value; Ethischer Wert; Ethik; Äthiopien
Abstract	Background: Research that identifies and celebrates the positive attributes of women educational leaders advancing a social justice agenda in traditionally male-dominated, Sub-Saharan African (SSA) societies is sparse. Studying female educational leadership in SSA conceptually brings to the fore issues associated with the intersectionality of gender, leadership, pervasive abject poverty, and cultural mores from a critical theory lens that runs counter to the White, western, male conceptions of leadership underlying much of the existing literature in the field. Purpose: With a focus on Ethiopia, we sought to understand the way in which women educational leaders, as traditionally oppressed groups in a patriarchal society, utilize their past marginalization as they advance a social justice agenda to promote educational opportunities for traditionally underserved students, particularly females. Research Design: Using transformative leadership as our theoretical lens and semi-structured interviews as our methodology, we conducted a grounded phenomenological study of eight Ethiopian women who were in educational leadership positions ranging from assistant principal to regional supervisors. We recruited the women leaders through direct contact, reputational nomination, and leadership positions they held. Findings/Results: Our findings paint a portrait of these female leaders as tenacious and determined, with a strong sense of self-agency and moral courage, whose identities are born out of their humble beginning and multi-focal understanding of issues from being female, from poor communities, submersed in male-dominated culture. These identities drove the participants to work towards emancipatory policies to acknowledge and intervene in "power differences" that directly influence school performance for girls and women in Ethiopia. Conclusions/Recommendations: Increasing workforce diversity with respect to gender, recasting leadership preparation programs as equity-oriented institutions, and addressing key public policies to support women in leadership positions are foundational recommendations that can lead to gender equity in education in Ethiopia. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01