This paper offers a view on narrative inquiries based upon leadership, in order to shed light on women’s of colour and multicultural groups experience and nuance understanding of their leadership career path. Since black and other ethnic group women are ‘theoretically erased’ (Crenshaw, 1989: 139), this empirical study offers an insight into how gender, class and race influence on women’s leadership practices in three countries, while it adds to theorising identity and leadership at schools in different international contexts. Narrative inquiries are treated as a means of a systematic data gathering and analysis which challenges the traditional (white) views of gender discussions. Unfolding the stories of women –from multi-ethnic groups and mixed social class- in school leadership positions in England, Malaysia and Pakistan, may expose differences of interpretations offered by researchers from a racially and ethnically diverse background (black and white Europeans). Hence, an issue that arises is whether researchers’ cultural background affects data interpretation of studies with a highly qualitative stance.

Miller, P. (Ed.). (2016). Cultures of Educational Leadership: Global and Intercultural Perspectives. Springer.