Mudling Through Intersectionality Theory for Leadership Futures: Pathways Toward Policies for Reinventing Gender Spaces for Educational Leadership in Two Male Schools in Ghana (Published)
This paper examines the advances made on gender issues in Ghana, particularly regarding how far misogyny is being watered down in educational leadership. The article thence reflects on how society might resolve the question of the effects of misogyny on educational leadership futures and the associated possibilities, and decisively address this enervating question in the decades ahead. The paper discusses how individuals and groups are resisting and challenging their experiences of gender inequalities, as well as attempting to intervene and correct the causes and consequences of gendered power imbalances. The paper does not intend to assess all the facets of gendered life and inequality. Instead, it discusses arguments that have been put forward regarding re-engineering gender spaces for educational leadership futures. Data obtained from two all-boys’ schools suggest that gendered inequality is visible in both public and private spheres. However, the validity of the arguments that gender inequalities are still entrenched and persisting over time, place, and culture is contrasted with alternative claims from the data that gendered power relations, and for that matter inequalities, are gradually being eroded. Furthermore, the current academic focus on the concept of intersectionality regarding how variables like gender, tribe, religion, and culture intersect to define people’s gendered experiences, is used as the analytical framework. The study of women’s educational leadership experiences in this paper is used as a framework to further examine these issues and address some of the debates. The paper concludes with an argument that the study of inequality in relation to gendered identities, relations, and experiences must continue with an exploration of the study of men and masculinities if the theoretical analysis of gender is to be enriched to re-invent genders spaces for educational leadership futures. We also argue the view that to set the agenda for a more equal educational leadership future, society must see the need to link gender closely to other forms of social inequalities.