In the context of emigration, immigration, international mobility and globalization,
the management contexts of education sites are undergoing deep and sensitive changes
making challenging demands on educational leaders. Multiethnic/multicultural schools
are emerging as a long-term phenomenon in countries such as Britain against the
backdrop of international socio-eco-political developments. The article focuses on
the issue of ethnic identity, exploring its effect on leadership effectiveness and
student achievement, with a focus on British secondary schools. The issues discussed
include the construction and projection of identities, the interplay between the
discourses of identity and the students’ achievement, leadership and
management as it relates to student identities and the management of conflict and
tensions in multiethnic schools. The final section suggests a way forward by
offering some insights into developing school leadership to engage with wider
diversity in complex contexts such as multiethnic Britain and to improve
understanding of leading multiethnic schools.
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