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Fostering Movements or Silencing Voices: Learning from Egypt and South Africa, Leading Against Racism
2015
International Journal of Multicultural Education
In this paper, we examine the role of educational leadership in promoting and/or challenging racism as an intentional outcome of schooling. We focus on Egypt and South Africa, two countries uniquely framed as both deeply divided (by race, religion, and/or class) and as models of resistance and conscious activism. We draw upon experiences working as, or with, school principals in South Africa and Egypt to reveal how the context of education is negatively shaped by schooling practices that foster
doi:10.18251/ijme.v17i1.969
fatcat:ti5e7kcrezfqvcmzuvsx74moj4