'Eldership', Sustainability and the BME School Leader Pipeline in England?

This qualitative study investigates the ways in which ‘Eldership’ can promote pastoral care and sustain BME school leaders’ careers. Building on the work of Barrow (2016) it extends the discussion of eldership whilst... [ view full abstract ]

This qualitative study investigates the ways in which ‘Eldership’ can promote pastoral care and sustain BME school leaders’ careers. Building on the work of Barrow (2016) it extends the discussion of eldership whilst also deploying the use of an inter-generational focus. As such the study examines the topic of BME school leadership in new and innovative ways. The study focuses on the mechanisms that support aspirant and newly appointed BME school leaders and the ways in which more established or recently retired BME school leaders provide eldership through formal and informal arrangements. Given the varied demographic that comprises BME school leaders in England attention will be paid to the ways that race/ethnicity, gender, age, religion and other intersecting identities shape the experiences and leadership pathways of BME school leaders. This approach avoids the danger of homogenising BME school leaders draws attention to diversity within and across the study participants.

Qualitative data drawn from interviews and focus group discussions is used to interrogate the personal stories and settings, creating vignettes of eldership practice, and to produce outline narratives of aspirant, newly appointed, established and recently retired BME leaders. Detail of work-based factors that facilitate or stymie eldership practice are used to provide a nuanced analysis of personal experiences and contextual practices as well as work-based practices and processes.