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Cracks in the Trophy Cabinet: Confronting Inequity in a Historically Segregated School

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Bibliographic Details
Title: Cracks in the Trophy Cabinet: Confronting Inequity in a Historically Segregated School
Language: English
Authors: Melanie Drake (ORCID 0009-0003-8709-271X)
Source: Journal of Cases in Educational Leadership. 2025 28(3):107-120.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Elementary Education
Descriptors: Equal Education, Racial Segregation, School Segregation, Elementary Schools, Foreign Countries, Principals, Transformational Leadership, Inclusion, Expectation, Activism
Geographic Terms: South Africa
DOI: 10.1177/15554589251341817
ISSN: 1555-4589
Abstract: This case explores the leadership journey of a new principal, Miss Joel, in a historically segregated South African primary school. Navigating systemic inequities and diverse stakeholder expectations, Miss Joel leverages community engagement and crisis response to drive transformation. The case highlights tensions between tradition and inclusion, the challenges of confronting long-standing biases, and the opportunities for growth through transformative leadership. This case invites global educational leaders to explore equity, inclusion, and adaptive leadership strategies within complex historical legacies.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477868
Database: ERIC
Description
Abstract:This case explores the leadership journey of a new principal, Miss Joel, in a historically segregated South African primary school. Navigating systemic inequities and diverse stakeholder expectations, Miss Joel leverages community engagement and crisis response to drive transformation. The case highlights tensions between tradition and inclusion, the challenges of confronting long-standing biases, and the opportunities for growth through transformative leadership. This case invites global educational leaders to explore equity, inclusion, and adaptive leadership strategies within complex historical legacies.
ISSN:1555-4589
DOI:10.1177/15554589251341817