The Firsts: The Interiority of Black South African Principals inside White-Majority Schools

Autor/inn/en	Jansen, Jonathan D.; Kriger, Samantha
Titel	The Firsts: The Interiority of Black South African Principals inside White-Majority Schools
Quelle	In: Harvard Educational Review, 93 (2023) 2, S.225-240 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8055
Schlagwörter	Foreign Countries; Blacks; Principals; Predominantly White Institutions; Administrator Attitudes; Anxiety; Security (Psychology); Aspiration; Educational Change; Transformational Leadership; Racism; Parent School Relationship; Teacher Administrator Relationship; Resistance to Change; Ethnic Stereotypes; South Africa + Suchen Sie Ihr Suchwort? Ausland; Black person; Schwarzer; Principal; Schulleiter; Angst; Security; Psychology; Sicherheit; Streben; Bildungsreform; Rassismus; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; National stereotype; Nationales Stereotyp; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In this essay, Jonathan D. Jansen and Samantha Kriger make visible the inner lives of the first Black principals in white-majority schools in South Africa. Through in-depth, on-site, narrative interviews with thirteen principals, and using the lens of interiority, they report on the anxieties, insecurity, and uncertainties experienced by these pioneers in the aftermath of apartheid, as well as their aspirations, commitments, and determination to transform predominately white institutions. Respondents spoke openly and candidly about their vulnerability as Black leaders in white schools, discussing the toll of school-based racism and resentment on their emotional lives, explaining the struggle between advancing and yet holding back change to avoid alienating white parents and teachers, and revealing how the racialized contexts in which they work awakened a reassessment of their own identities and of those they lead. (As Provided).
Anmerkungen	Harvard Education Publishing Group. 8 Story Street First Floor, Cambridge, MA 02138. Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://hepg.org/her-home/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01