I remember watching The Wizard of Oz for the first time aged 8 in my grandparent’s house over the Christmas holidays. As the story unfolded, the trials and tribulations experienced by Dorothy and her new found friends, became clear and the questions I held were answered.
Having a strong sense of working together and leading a group to fulfil a clear purpose without fully understanding the journey, was the belief held. The full value of this lesson was one that has left a footprint on the way I have dealt with encounters on my journey as a Black, Female, Deputy Head teacher at a primary school and a consultant supporting schools and other sectors on their racial equity journey.
I believe that as a senior leader from a minority background, remembering that ‘there’s no place like home’, can anchor and support you during times where you feel unstable, or uncertain. As the daughter of a Black, Female Head teacher, the granddaughter of Wales’s first Black Female Head teacher and having a Head teacher as one of my Godmothers ‘The Wizard of Oz’ experience, reinforced and strengthened what I had already witnessed and had the fortune to be surrounded by my whole life. Undoubtedly, the background I have come from has been one of privilege. The other strong Black Female and Male role models in my life that created a blueprint for my success also played a huge part in my success today also. However, despite the fortune and privilege I have been cushioned by challenges that have taken place and also continue to take place, as I continue to navigate my way through this world of senior leadership in our current educational landscape.
We have an idea about the links between social justice and wider economic success in society but our understanding of what social justice leadership looks like in education is limited. Douglass Horsford, (2012) explores the role intersectionality plays in the leadership style of Black females. She states ‘…the Black woman leader has, in many instances resulted in her serving as a bridge for others, to others, and between others in multiple and often complicated contexts over time…’(Douglass Horsford, 2012, p.13). In Wales, only 1.3% of teachers are from BAME backgrounds, while 91.2% are from a White background (EWC, 2020), with one Headteacher being from a BAME background. With senior leadership teams that are overwhelmingly unrepresentative of the ethnic composition of school communities, schools need Black female leaders to bridge the disconnect. I believe that my experience of Black female leadership was a great blueprint for what I could go on to achieve if I wished, however, in spite of successes, racism was never far away from the surface of my grandmother’s, my mother’s, or my own experience.
The importance therefore of having Black and Brown leaders of schools, colleges and HE institutions is fundamental in beginning to dismantle the structural racism that exists. However, it would be remiss to omit that often, Black and Minority Ethnic teachers moving into leadership feel as if they are regularly being passed over for promotions, there are little or no opportunities for you to lead on initiatives, or being confronted by assumptions and stereotypes – classic examples are “you can handle the naughty kids” or “I see you more as a pastoral type person; teaching and learning isn’t the right fit for you”. Many Black senior leaders have also been told that they don’t have enough experience for the leadership role, despite this not being the case. All these experiences make it harder to sustain the drive, ambition, and fight to get to the top. Earley et. al., (2002) concluded that race/ ethnicity was a problem in the progression of Black and Minority Ethnic teachers to senior roles. A decade later, in 2012, Earley et.al., re-confirmed that BME race/ ethnicity was still an inhibitor in the progression/ promotion of Black and Minority Ethnic teachers and also (Callender and Miller, 2016). The added pressure and emotional burden this places on Black Female leaders is something that most of the UK education workforce doesn’t experience, isn’t aware of, and more significantly, doesn’t understand. I believe that the development and understanding of the ‘weathering effect’ this can have on well-being, alongside the acknowledgement and action to begin to dismantle systemic racist practices will support all to feel more included. I hope to see the day when it doesn’t seem strange or rare to see another Black senior leader in a room, or at a conference.
The other point to consider is that although many Black and Minority Ethnic teachers (whether they view teaching through a diverse lens or not), work within institutions that serve very diverse and in some cases majority Black and Minority Ethnic children, these institutions operate as sites of whiteness (Matias & Liou, 2015) – where White teachers and White school leaders are in the majority (Feistritzer, 2011) thus, reinforcing Eurocentric frames and White middle class cultures and values. This unspoken culture of assimilation exists and serves as an example of the work that is left to be done to ensure that differences are valued, as opposed to the desire and pressure to ‘just fit in’. Just as we as educators have a drive to ensure all children and young people see a reflection of themselves in the curriculum, as leaders, we should ensure differences from the White middle class are given the space and acknowledgement also. For me, this is the biggest challenge of leadership. If we are going to have a workforce and particularly those who are in leadership positions, that is more reflective of the communities of the UK, school leaders need to understand and unpick school culture. There must be an acknowledgement of privilege, by White middle class majority school leaders to redress that imbalance somewhat. The intersectionality of race, class and gender has added to the challenges and at times the strain that I and many other Black female leaders have experienced. Navigating your way through the intersection of the three elements described is taxing at times and balancing the need to uphold the power and strength within my leadership, can be and has been tough. I often question whether I am best placed to support other talented Black members of staff, along with the feeling of having a huge responsibility for the success and development of other Black members of staff.
Although there is a personal cost at times, undoubtedly the drive to diversify our sector needs to continue. This goes against the Sewell Report’s assertion that ‘…Education is the single most emphatic success story of the British ethnic minority experience…’(Commission on Race and Ethnic Disparities, 2021). There is evidence of academic -related and other benefits to children and their institutions when children and teachers share the same race and/or ethnicity and where teachers serve as role models, mentors, advocates, or cultural translators for those they teach. The claims and generalisations made by the Sewell Report were incredibly misleading and overlooked the role structural racism has played in the poor outcomes of some minority students. There are some students from minority backgrounds who have achieved stronger outcomes than others, however if we look at the stereotypes often surrounding them, this is no surprise. Those (namely from Black Caribbean and Gypsy Roma Traveller backgrounds) have the poorest outcomes (Gov UK, 2021).This must be wrapped up in institutional racism, as students from these communities are generally 4th, or even 5th generation Brits who are still achieving lower than counterparts.
In conclusion, we are still not in a place where all hopes, dreams, and ambitions regarding racial justice in education has been fulfilled. In the Wizard of Oz, all the main characters were granted the aspects of themselves they wanted to change (more courage, a heart, a brain and to go home), however in education, our journey continues. There is more discussion than ever surrounding racial justice and I’m hopeful about the dedication and genuine commitment some Head teachers have made thus far. As educators, it’s my belief that adherence to racial justice should be considered as a safeguarding issue; and one where we are all passionate about and one which supports the well-being and academic success of all whom we educate. The recent vitriol and abhorrent racist abuse England players had to endure in the Euros 2020, served as living proof as to why this is necessary and why we should all make a commitment to be anti-racist. I look forward to the day when I can reflect on all the experiences myself, my mother, my grandmother, and many more before had and be joyous about the improvement that has taken place.
References
Callender, C.C., and Miller, P.W. (2018)Black leaders matter: agency, progression and the sustainability of BME school leadership in England. Journal for Multicultural Education, 12 (2) pp.183-196. 10.1108/JME-12-2016-0063.
Commission on Race and Ethnic Disparities (2021)The Sewell Report.
Gov. UK (2021)School teacher workforce.
Callender, C.C., and Miller, P.W. (2018)Black leaders matter: agency, progression and the sustainability of BME school leadership in England. Journal for Multicultural Education, 12 (2) pp.183-196. 10.1108/JME-12-2016-0063.
Douglass Horsford, S. (2012)This bridge called my leadership: an essay on Black women as bridge leaders in education. International Journal of Qualitative Studies in Education, 25 (1), pp. 11-22, DOI: 10.1080/09518398.2011.647726.
Earley, P., Higham, R., Allen, R., Allen, T., Howson, J., Nelson, R., & Sims, D. (2012)Review of the school leadership landscape. Nottingham, UK: National College for School Leadership.
Feistritzer, C.E. (2011)Profile of Teachers in the US 2011. National Center for Education Information.
Matias, C.E., & Liou, D.D. (2015)Tending to the Heart of Communities of Color: Towards Critical Race Teacher Activism. Urban Education.
McNamara, O., Howson, J., Gunter, H., & Fryers, A. (2009)The leadership aspirations and careers of black and minority ethnic teachers, London: NASUWT/NCSL.
Comments