Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.z

1. School leader’s identity in ethnical diverse primary schools in South Africa and England Prof Jan Heystek Department of Education Policy Studies Faculty of Education University of Stellenbosch Heystek@sun.ac.za Emasa 2011

2. 11 7 3 1 5 12 6 2 8 9 Lusikisiki 10 4 http://www.infoplease.com/atlas/country/southafrica.html Hasselt 2010

3. Diversity • Language, race, ethnicity • Gender • Learner ability and needs • Socio economic environment Hasselt 2010

4. South Africa school context • Eleven official languages • 24 751 schools • In most schools there is one ethnic group dominates • At 1994, about 3000 former white, Coloured and Indian schools; • After 1994 learner composition changed • Currently most of former white, Coloured and Indian schools • with large number of African learners • England similar situation, learner population change, • teacher population limited change Hasselt 2010

5. Identity • You cannot think diversity loose from identity • Identity is the building foundation for diversity • Individual identity • Group identity Hasselt 2010

6. Scale and intensity of diversity • Europe – immigrants; small percentage of population • US – permanent residents – • European and native American • Afro Americans • Immigrants - Spanish speaking • South Africa • Permanent residents • Immigrants – Africa? Hasselt 2010

7. Social researcher • Objectivity and subjectivity • Own identity and life world Hasselt 2010

8. Sample • Students (teachers) in Advanced certificate and Honours programs • Twelve venues in the country • 2545 completed questionnaires Table 1: Racial classification First phase Table 2: Phase 2 Hasselt 2010

9. Hasselt 2010

10. The case studies • South Africa – three school • England - one school • Interviews • Principals of schools • Senior management team / teachers • Learners Hasselt 2010

11. Theory • Social capital (Something valuable – if not used – become depleted) • Social reproduction (Critical theory perspective) • Social identity theory (Tajfel) • In and out group • Advantage in group • In and out group may differ in and out side school context • Power to make decisions Hasselt 2010

12. Identity • Who am I? • See it in the SA context • My personal identity in the school / community identity • Diversity • Difficult to define diversity – • Race is obvious • The rest is vague • The other - in a micro and macro context • Dominant group determines us and them • Who is dominant group in SA context • (White teacher ) school in dominant African South African context Hasselt 2010

13. Lead and manage diversity • Change the structure • New policies • Learner composition • Teacher composition • Agency to change it • Leader • People • Attitude • Motivation • Leaders are not trained or supported for the diversity Hasselt 2010