Educational Leadership in Non-white Majority Institutions: A Postcolonial Exploration of Global Multicultural Capital

Barnard, Mathew ORCID: 0000-0003-0596-5605 (2020). Educational Leadership in Non-white Majority Institutions: A Postcolonial Exploration of Global Multicultural Capital. University of Birmingham. Ph.D.

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Abstract

This project explores whether non-white cultural capital is institutionally recognised in majority non-white schools and colleges. Cultural capital is the linguistic, artistic, religious, and historical heritage and knowledge of non-white students. It explores the extent to which this embodied cultural capital is empowered and legitimised as symbolic capital (Bourdieu, 1990). The data for this project is collected from three research sites: two secondary schools and one sixth-form college in Leicester. This study looks at how both staff and student leaders understand, recognise, articulate and interact with diverse cultural capital within their respective institutions. It explores how and if these educational institutions encourage non-white students to contribute to cultural production (Hall, 1999). The main argument of this project is the significance of the colonial past to the present. It argues that there is a colonial legacy from the past that constitutes a series of unequal relationships which continue to pervade society. This project argues that school/ college staff leaders need to recognise and understand the ways in which historical processes continue to bear down on the present. They need to understand how these processes continue to marginalise the cultural capital and cultural contributions of non-white students.

Type of Work:

Thesis (Doctorates > Ph.D.)

Award Type:

Doctorates > Ph.D.

Supervisor(s):