The foundation of any institution rests on its values and principles. As our community of AISA schools embarks on establishing a robust DEIJ framework across the region, the school leadership’s strategic vision and commitment guide the process.
Understanding the need for change, school leaders initially must confront their own apprehensions and biases. As Lewin’s “Unfreeze” concept reminds us, this personal introspection catalyses larger, institution-wide transformation. Through self-awareness tools, DEIJ seminars, and reflective practices, leaders educate themselves and set a precedent for the entire community to follow.
Leadership’s role, however, doesn’t stop at self-growth. It extends to creating spaces for open dialogue within the school. By organising forums and workshops, they equip the school community with knowledge and demonstrate the institution’s commitment to DEIJ. These aren’t merely events but strategic investments. Every seminar attended, every workshop organised, and every open forum held is a testament to the priority DEIJ holds in the school’s vision.
As the process evolves, the commitment of school leaders comes to the forefront in more tangible ways. Continuous professional development for staff, mentorship programs, and feedback mechanisms become pivotal. While school leaders often approve of these, they must also actively engage in them, ensuring that they are not just ticking boxes but are genuinely fostering growth.
Furthermore, their strategic role becomes even more pronounced in resource allocation. DEIJ is not just a philosophy; it’s a practice. And practice requires tools, personnel, and time. Leaders must allocate budgets for DEIJ training, staffing, materials, and events judiciously. Their vision translates into policies ensuring that human, material, or financial resources are effectively utilised in service of the DEIJ work.
With foundational understanding and dispositions in place, leadership scaffolds the translation of DEIJ principles into actionable strategies. They collaborate with educators in revisiting the curriculum, ensuring diverse perspectives are represented. They also champion restorative justice practices and community partnerships, ensuring the school environment and its extended community echo the principles of DEIJ.
However, what truly underscores leadership’s role in this journey is their continuous engagement. They aren’t passive observers but active participants. Their commitment to learning, openness to feedback, and proactive approach to fostering collaborations within and outside the school community are what make the DEIJ integration not just a radical dream but a feasible, actionable reality. More on the AISA Board’s journey can be found in this video podcast:
John Kotter’s 8-Step Process for Leading Change offers a structured approach to facilitating and consolidating change in organisations. Below are some actionable strategies for constructing a pathway to transformation grounded in diversity, equity, inclusion, justice, & belonging.
The journey of integrating DEIJ into the culture of AISA schools is indeed challenging and complex, but with the steadfast commitment of leadership, it’s not just doable but can become a defining pillar of our member schools’ identity. In this journey, leadership is both the compass and the keystone, guiding and cementing in place the structural change required.
Dr Peter Bateman
 Lewin, K. (1947) Group Decision and Social Change. In: Newcomb, T. and Hartley, E., Eds., Readings in Social Psychology, Holt, Rinehart & Winston, New York, 197-211.
 Kotter, J.P. (1996) Leading Change. Harvard Business School Press, Boston.
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