ABOUT ME: THE professional

UBUNTU is a Xhosa term that describes the African philosophy of interconnectedness. In this context, it means “I am, because we are.” As an equity-driven leader, Ubuntu is at the core of my leadership philosophy and the same values emphasised by its principles are the ones guiding me as a leader in Education. These are the values of respect, empathy, compassion, sharing, and cooperation.

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I did not come by this way of thinking simply because I was born and raised in South Africa where Ubuntu has its roots. In fact, for most of my forming years, the apartheid regime taught me to believe the exact opposite as a white South African. It was not until my first year of teaching, a mere four years after the end of apartheid, when an eleven-year old black student called me out on a microaggression, that I was forced to face my own privilege and acknowledge my place within the systems of oppression from which I still benefit today.

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What followed for me was a process of self-reflection and learning more about the system that raised me. This shift in perspective helped me develop cultural humility and an appreciation for the unique identities I interact with on a daily basis. Understanding my own identity and my position of power and privilege laid the foundation for what would become my sense of purpose as a leader in Education and a belief that effective leadership in education requires a clear understanding of one's own identity and personal values. An equity-driven leader further recognises their unconscious bias, privilege and position of power and uses the latter to dismantle systems of oppression. Nelson Mandela famously said, “Education is the most powerful weapon which you can use to change the world.” I believe that it is the leaders in education who determine how this “weapon” is used.

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Schools are complex systems with interdependent parts. In a learning ecosystem, every person’s actions impact the health of the school environment they inhabit (Aow et al. 2023). Rooted in the philosophy of Ubuntu, I believe that a school leader should understand how each of the interdependent parts of a school system needs to be nurtured. The taught and hidden curricula, instruction, students, teachers, parents, community members and other stakeholders are all essential parts of the school system and leaders in education should build and maintain strong working relationships with each to ensure a learning environment where all can flourish.

 

Curriculum and instruction is at the heart of education, a leader needs to ensure that the curriculum is designed to meet the needs of students and is delivered in an engaging way that promotes learning. The concept of "mirrors, windows, and sliding doors" is often used when discussing the importance of diversity in children's literature. I believe that the same metaphor can be applied to curriculum and instruction. The curriculum should reflect students' own identity and experiences, it should  provide a glimpse into the lives of others, and offer the opportunity for students to step into different perspectives and imagine new possibilities. This framework encourages children to see themselves and their experiences represented in books, while also exposing them to a range of cultures, perspectives, and experiences.

 

Education is about serving the needs of the students. Students need to be supported in their academic, social and emotional growth. A leader needs to be attuned to the needs of individual students and create an environment where all  students can show up as their authentic selves, are seen, heard and valued, and have efficacy when it comes to what and how they learn. 

 

Teachers are the backbone of education. They need to be respected, valued and supported. Teachers create the climate in their classroom and they have the power to make or break a student’s experience of school.  A leader therefore needs to create a culture where teachers feel empowered to take risks, innovate and grow professionally. Additionally, leaders should pay close attention to the teachers on the margins and create an inclusive environment where every member of staff has a place at the table. Leaders should also create psychological safety where teachers can explore the issues around privilege, bias and systems of oppression in schools. Students should see themselves in their teachers and representation should not only be evident in the staff body but also in the school leadership. An equity-driven leader has this in mind when recruiting new staff and when developing existing staff to become leaders.

 

Education is a collaborative effort that involves parents, students, teachers and other stakeholders. My ethos in work and life is about forging relationships that are built on trust. A leader needs to harness relationships with all stakeholders guided by a shared vision for the success of students. I deeply value a sense of belonging for every member of the school community and I believe that a leader’s success can be measured by their ability to create an environment where all students, parents, teachers and other stakeholders have a sense of purpose, can bring their authentic selves and understand that their success is interdependent on the success of others. 

 

Leadership is about understanding that “I am, because we are.” Leadership is about Ubuntu.

 

Aow, A., Hollins, S., & Whitehead, S. (2023). Becoming a Totally Inclusive School.