Educational leadership in non-white majority schools: a post-colonial perspective on global multicultural capital

Abstract

This project looks at how both staff and student leaders understand, recognise, and embed diverse embodied cultural capital within the institutional environment/ ethos/ cultural pedagogy of three schools/ colleges based in Leicester. It does so within the historical context of Leicester's multiculturalism. This project looks for evidence of a global multicultural capital embedded within each institution's ethos/ environment/ open spaces. It is looking for evidence of institutional, symbolic, and objectified recognition of embodied non-white cultural capital in institutions where non-white students are the large majority. It does so through a postcolonial theoretical lens. It hopes to find non-white cultural capital embedded within each institution's ethos/ open spaces as a counter-balance to the formal colonial curriculum. It explores whether the embodied narratives, histories, and experiences of non-white students are recognised as a way to contest unequal power relations and oppressive cultural hierarchies within education and wider society.