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Black leaders matter: agency, progression and the sustainability of BME school leadership in England
Journal for Multicultural Education Pub Date : 2018-06-11 , DOI: 10.1108/jme-12-2016-0063
Paul Miller , Christine Callender

Purpose: The purpose of this study is to evaluate factors that contribute to black male school leaders’ career progression and sustenance within the teaching profession. This, because the progression of black and minority ethnic (BME) teachers in Britain has been the subject of much debate. Fewer BME teachers are in leadership roles in education, and there are only 230 BME headteachers of approximately 24,000 primary and secondary headteachers. / Design/methodology/approach: The headteachers’ professional lives are explored through the lenses of critical race theory and interpretivism. In doing so, it illuminates the journey towards and the realities of a group whose views are currently unrepresented in research on school leadership or that of the experiences of male BME teachers in England. / Findings: This study finds that whereas personal agency and determination are largely responsible for keeping these black headteachers in post, “White sanction” (Miller, 2016) has played a significant role in career entry and early career development. Furthermore, participants experience both limiting and facilitating structures as they negotiated their roles into headship and as headteachers. Limiting structures are those which constrain or hinder progression into leadership, whilst facilitating structures enabled participants to navigate and negotiate gendered racism, make progress in their careers and achieve success in their respective roles. Both limiting and facilitating structures include personal agency and contextual factors. / Research limitations/implications: The paper also makes the point that more research is needed on current BME school leaders to examine the factors that motivate and enable them. Additionally, more research is needed on the limiting and facilitating structures identified in this study and on the potential generational differences that may exist between more established and newly appointed male BME school leaders. Studying generationally different school leaders may help to illuminate the salience of race and racism across an increasingly diverse population. / Practical implications: Furthermore, this paper also suggests that more BME school leaders are needed, thereby making the leadership teams of schools more representative, as well as raising aspirations and interest among BME teachers and therefore making black leadership sustainable. / Originality/value: This paper is an original piece of research that adds fresh insights into not only how black school leaders get into teaching and leadership but also significantly what keeps them there.

中文翻译:

黑人领导者很重要:英格兰BME学校领导的代理,进步和可持续性

目的:本研究的目的是评估有助于黑人男性学校领导者职业发展和在教学行业内维持的因素。这是因为,英国黑人和少数民族教师的发展一直是许多争论的主题。在教育中担任领导职务的BME教师较少,只有230名BME校长,约有24,000名小学和中学校长。/设计/方法论/方法:通过批判种族理论和解释主义的视角探讨校长的职业生活。通过这种方式,它阐明了一个小组的旅程和现实,该小组的观点目前在有关学校领导力的研究或英格兰BME男教师的经验研究中尚未得到体现。/ 发现:这项研究发现,尽管个人代理和决心在很大程度上负责这些黑人校长的任职,但“白人制裁”(Miller,2016年)在职业进入和早期职业发展中发挥了重要作用。此外,参与者在谈判担任校长和校长的角色时,会经历限制和促进结构。限制结构是那些限制或阻碍领导能力发展的结构,而便利结构则使参与者能够驾驭和协商性别种族主义,在职业上取得进步并在各自的角色中取得成功。限制和促进结构都包括个人代理和背景因素。/研究局限/含义:该论文还指出,需要对当前的BME学校领导者进行更多研究,以研究激发和促使他们成长的因素。此外,还需要对本研究中确定的局限性和促进结构以及较成熟和新任命的男性BME学校领导者之间可能存在的世代差异进行更多研究。研究不同时代的学校领导者可能有助于阐明日益多样化的人口中种族和种族主义的重要性。/实际意义:此外,本文还建议需要更多的BME学校领导者,从而使学校的领导团队更具代表性,并提高BME教师的愿望和兴趣,从而使黑人领导力得以持续。/创意/价值:
更新日期:2018-06-11
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