Videos by Rosemary M Campbell-Stephens MBE
Rosemary Campbell-Stephens MBE coined the term Global Majority in 2003. In 2021 she welcomes the ... more Rosemary Campbell-Stephens MBE coined the term Global Majority in 2003. In 2021 she welcomes the fact that the Race Disparities Commission, has caught up with the rest of British society, in ditching the much-reviled term, BAME.
Global Majority is a collective term that first and foremost speaks to and encourages those so-called to think of themselves as belonging to the global majority. It refers to people who are and identify as, Black, African, Asian, Brown, Arab, dual-heritage, indigenous to the global south, and/or have been racialised as ethnic minorities. Globally, these groups currently represent approximately eighty per cent 80-85% of the world's population making them the global majority now, and with current growth rates, notwithstanding Covid-19 and its emerging variants, are set to remain so for the foreseeable future. Understanding that singular truth may shift the dial, it certainly should permanently disrupt and relocate and reframe the conversation on race. 184 views
Papers by Rosemary M Campbell-Stephens MBE
School Leadership & Management, 2010
... in Diversity', a leadership course, unusual in that it is designed for Black and Minorit... more ... in Diversity', a leadership course, unusual in that it is designed for Black and Minority ... to schoolleaders, which has led to a greater national focus on recruiting women and BME staff ... can be drawn relating to recruitment and retention issues of BME educational leaders that have ...
Springer eBooks, 2021
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Journal of Educational Administration, Jan 25, 2013
PurposeThe aim of this paper is to discuss the views of black and ethnic minority school leaders ... more PurposeThe aim of this paper is to discuss the views of black and ethnic minority school leaders about the Investing in Diversity program, a black‐led program developed in 2004 to address the underrepresentation of black leaders in the London schools. Major themes are identified from interviews with black and South Asian women graduates of the program and recommendations made for leadership development strategies to help aspiring and current black and global majority headteachers “bring who they are” to their leadership.Design/methodology/approachQualitative case study data about the Investing in Diversity program include document analysis of curriculum modules and participant observation of the weekend residential, survey satisfaction data from several cohorts, and face‐to‐face interviews with a purposive sample of seven headteachers from African Caribbean, African, and South Asian backgrounds who completed the Investing in Diversity program six‐seven years ago. These semi‐structured individual interviews were conducted in the spring of 2012 during an all‐day visit to their schools and focused on barriers and supports in their career path, approach to leadership, and their views on their leadership preparation.FindingsParticipants identified black and ethnic minority headteachers as role models, the importance of mentoring and informal networks, and opportunities to lead as supports to their career path to headship. Many of their long‐term informal networks were established with other BME colleagues who attended Investing in Diversity. Barriers included subtle (and not so subtle) discrimination from parents, teachers, and administrators for some of the participants.Research limitations/implicationsObservational studies and interview studies, which included a bigger sample of black and ethnic minority headteachers, would extend this research.Practical implicationsThis study provides suggestions for schools and local authorities about leadership preparation strategies that make a difference for aspiring BME leaders.Originality/valueThere is a paucity of research on the views of British BME headteachers. This study adds to the research base on BME leadership development in Britain and contributes to international research on self‐defined black leadership perspectives.
School Leadership & Management, Feb 1, 2010
The article is based on data from in-depth interviews with 13 deputy or assistant head teachers w... more The article is based on data from in-depth interviews with 13 deputy or assistant head teachers who had taken part in 'Investing in Diversity', a leadership course, unusual in that it is designed for Black and Minority Ethnic (BME) aspirant school leaders. This course is at present only offered in London and Leeds, but it is intended to 'roll out' to other regions in the future. There are two relevant contextual factors for the research: the growing ethnic diversity of the school and student population, which is not matched by an equivalent growth in the proportion of BME teachers and school leaders; and the current recruitment and retention crisis relating to school leaders, which has led to a greater national focus on recruiting women and BME staff to leadership roles. The stages of career progress from preparation through establishment to advancement or development and finally to acquisition and performance of the role of head teacher form the framework for discussion of the career paths of the BME staff interviewed, identifying facilitators and barriers to career progress. Drawing on the findings of Bush et al., this article identifies the perceptions and career aspirations of a group of BME leaders who had attended a leadership course. The data indicate the multiple identities of these leaders who have met structural barriers including racism, but who have exercised individual agency in their career progress. Although the participants work in London, lessons can be drawn relating to recruitment and retention issues of BME educational leaders that have implications nationally and internationally.
Springer eBooks, Aug 29, 2013
ABSTRACT Most leadership preparation programs in both the United States and Britain maintain a co... more ABSTRACT Most leadership preparation programs in both the United States and Britain maintain a colorblind perspective where leadership theories, practices, and curriculum are viewed as neutral and free of cultural perspectives and beliefs. Drawing on examples from both the British and US literature, this chapter argues for race-conscious and culturally specific leadership development that goes beyond the colorblind approach, develops a critical consciousness about issues of race and identity, and promotes new leadership approaches that consider the importance of culture and context. To outline the elements of such an approach, from Britain we describe curriculum activities and Black leadership perspectives evidenced in a study of the Investing in Diversity program, a Black-led leadership preparation program developed in 2004 to address the underrepresentation of Black leaders in the London schools. From the United States, we draw from the growing literature on the role of whiteness, White privilege, and how White educators come to understand themselves and their students as racial beings. We argue for more race-conscious and culturally specific leadership preparation approaches in both the United States and Britain that acknowledge the “difference that difference makes.”
School Leadership & Management, Jul 1, 2009
The Bloomsbury Handbook of Gender and Educational Leadership and Management, 2022
Educational Leadership and the Global Majority, 2021
Educational Leadership and the Global Majority
Educational Leadership and the Global Majority
Educational Leadership and the Global Majority
Educational Leadership and the Global Majority
Springer International Handbooks of Education, 2013
ABSTRACT Most leadership preparation programs in both the United States and Britain maintain a co... more ABSTRACT Most leadership preparation programs in both the United States and Britain maintain a colorblind perspective where leadership theories, practices, and curriculum are viewed as neutral and free of cultural perspectives and beliefs. Drawing on examples from both the British and US literature, this chapter argues for race-conscious and culturally specific leadership development that goes beyond the colorblind approach, develops a critical consciousness about issues of race and identity, and promotes new leadership approaches that consider the importance of culture and context. To outline the elements of such an approach, from Britain we describe curriculum activities and Black leadership perspectives evidenced in a study of the Investing in Diversity program, a Black-led leadership preparation program developed in 2004 to address the underrepresentation of Black leaders in the London schools. From the United States, we draw from the growing literature on the role of whiteness, White privilege, and how White educators come to understand themselves and their students as racial beings. We argue for more race-conscious and culturally specific leadership preparation approaches in both the United States and Britain that acknowledge the “difference that difference makes.”
Urban Education, 2010
This article traces the historical roots, describes the philosophy and curriculum, and analyzes t... more This article traces the historical roots, describes the philosophy and curriculum, and analyzes the approach to leadership in Investing in Diversity, a 1-year Black-led leadership development course in the London schools. An exploratory qualitative case study approach was used to collect historical and empirical data about the program over a 2-year period (2008—2010). Findings from selected survey data indicated that the leadership course enhanced self-confidence, provided role models, and was perceived as “empowering” by both participants and instructors. Interviews with four Black and Global Majority senior school leaders who are instructors in the program (including the program developer) characterize their leadership approach as collaborative and community-centered, with high expectations for students and a responsibility to give back to their respective communities. Although little research has been conducted on the leadership perspectives of Black school leaders in Britain, da...
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Videos by Rosemary M Campbell-Stephens MBE
Global Majority is a collective term that first and foremost speaks to and encourages those so-called to think of themselves as belonging to the global majority. It refers to people who are and identify as, Black, African, Asian, Brown, Arab, dual-heritage, indigenous to the global south, and/or have been racialised as ethnic minorities. Globally, these groups currently represent approximately eighty per cent 80-85% of the world's population making them the global majority now, and with current growth rates, notwithstanding Covid-19 and its emerging variants, are set to remain so for the foreseeable future. Understanding that singular truth may shift the dial, it certainly should permanently disrupt and relocate and reframe the conversation on race.
Papers by Rosemary M Campbell-Stephens MBE
Global Majority is a collective term that first and foremost speaks to and encourages those so-called to think of themselves as belonging to the global majority. It refers to people who are and identify as, Black, African, Asian, Brown, Arab, dual-heritage, indigenous to the global south, and/or have been racialised as ethnic minorities. Globally, these groups currently represent approximately eighty per cent 80-85% of the world's population making them the global majority now, and with current growth rates, notwithstanding Covid-19 and its emerging variants, are set to remain so for the foreseeable future. Understanding that singular truth may shift the dial, it certainly should permanently disrupt and relocate and reframe the conversation on race.