In the heart of Zulu culture lies a profound greeting, "Sawubona," translating to "I see you." This acknowledgment transcends mere recognition; it asserts the importance, worth, and inherent value of every individual. The response, "Shiboka," meaning "I exist for you," completes this circle of mutual recognition, fostering a bond that is essential in educational environments where students thrive on connection and acknowledgment. This tradition, rich in communal respect, serves as a critical lens to examine the integration of Diversity, Equity, Inclusion, and Justice (DEIJ) within predominantly white/western educational systems. For students, particularly those from marginalized backgrounds, recognizing their worth is vital. When schools embrace the ethos of "Sawubona" and "Shiboka," they create spaces where every student feels seen and valued, which is foundational for their academic and personal growth.
The journey to infuse DEIJ into these institutions is fraught with contradictions and challenges. It demands a cultural evolution often met with resistance, reflecting discomfort in confronting privileges and systemic injustices. This resistance can significantly impact students, as they may feel overlooked or invalidated in environments that fail to acknowledge their identities and experiences. For Black, Indigenous, and People of Color (BIPOC) students, the principles of "Sawubona" and "Shiboka" symbolize hope and affirmation in settings where their voices have historically been marginalized. When educational institutions prioritize DEIJ, they affirm that these students exist, matter, and contribute immeasurably to the learning community. This recognition is crucial; students who feel seen are more likely to engage actively in their education and achieve their full potential.
The survey "Determining the Diversity Baseline in International Schools," released in August 2021 by International Schools Services in collaboration with the Diversity Collaborative, Council of International Schools, and George Mason University, highlights this troubling reality. Among 175 senior leaders, 58 percent are based in schools in Asia and 12 percent in Africa, yet a staggering 84 percent are white, with only 6 percent Asian and 2 percent black. This means that a senior leader is 5.3 times more likely to be white than any other race. A critical question emerges: Why does there seem to be a pervasive belief in the superior qualification of white individuals to lead schools in Africa, especially when these institutions serve predominantly black and multi-racial student populations?
This discrepancy sends a powerful message to students about whose voices and experiences are deemed valuable in educational leadership. When the leadership does not reflect the diversity of the student body, it can lead to feelings of alienation among students, particularly those from BIPOC backgrounds. Such representation—or lack thereof—directly impacts student learning and engagement. Students are more likely to thrive in environments where they see themselves reflected in their leaders, fostering a sense of belonging and validation. A 2021 research synthesis found that demographic diversity among principals is linked with better outcomes for students of color. When school leadership reflects the diversity of the student body, it leads to improved results for BIPOC students (Doleh, 2024).
Moreover, this lack of diversity in leadership can perpetuate systemic biases in curricula and policies, further marginalizing the voices of black and multi-racial students. At an international school in Southeast Asia with a diverse student body from over 50 nationalities, the senior leadership team consisted entirely of Western expatriates. When developing the school's language policy, they decided to strictly enforce an "English-only" rule throughout the school day, including during breaks and lunchtimes. This policy disproportionately affected students from non-English speaking backgrounds, particularly those from local Asian communities and African countries. This scenario illustrates how a lack of diverse representation in international school leadership can lead to policies that marginalize the experiences of black, Asian, and multi-racial students, potentially hindering their sense of belonging and overall educational experience.
It raises concerns about the educational experiences offered to these students, as their perspectives may be overlooked or undervalued. The message we send when leadership is overwhelmingly white is that the contributions and insights of BIPOC individuals are less important, which can diminish their confidence and aspirations. By addressing this imbalance and actively promoting diverse leadership, we can create an educational environment that not only recognizes but celebrates the rich tapestry of student identities. This shift is essential for fostering an inclusive culture that enhances student learning and empowers all students to see themselves as capable leaders in their own right.
The misunderstanding surrounding DEIJ initiatives often stems from a fear that focusing on diversity and inclusion is a zero-sum game. In a true zero-sum game, one participant's gain is exactly balanced by another's loss. The concept of a zero-sum game, when misapplied to DEIJ initiatives in education, can significantly hinder progress and create unnecessary resistance. However, DEIJ efforts in educational settings, particularly in international schools, do not operate within this restrictive framework. The ethos of "Sawubona" and "Shiboka" dismantles this notion, illustrating that true recognition enriches everyone. When students see their diverse identities celebrated, it fosters a sense of belonging and encourages collaboration and innovation in the classroom.
The challenge before us is to fundamentally rethink the criteria and systems of valuation that govern leadership selection in educational institutions. By recognizing and dismantling the barriers that hinder the advancement of black and multi-racial leaders, we can ensure that leadership reflects the rich diversity of the student body. This representation is crucial for students, as they need role models who understand and share their experiences. This reflection calls us to critique not just the structures of power but also our complicity in sustaining them. Embracing the radical potential of DEIJ can transform educational leadership, ensuring that it truly represents and serves the diverse student populations. When students see leaders who reflect their identities and experiences, it validates their place in the educational landscape and inspires them to pursue their aspirations.
In conclusion, the power of seeing and being seen is not just a cultural ideal; it is a transformative force in education. By fostering an environment where every student is recognized and valued, we can create a new dawn for inclusivity—one that empowers all students to thrive and succeed, ultimately enriching the entire educational community.
References
DC Baseline Analysis 2021." International Schools Services, 2021, www.iss.edu/wp-content/uploads/DC-Baseline-Analysis-2021.pdf.
Doleh, Jenna. "Supporting School Leaders of Color." The Wallace Foundation, 2 Apr. 2024, wallacefoundation.org/resource/article/supporting-school-leaders-color. Accessed 14 Sep. 2024.
Juan Jacobs Sheblak is an educational leader in international schools.
