Saeeda Shah

Dr Saeeda Shah

Dr Saeeda Shah is a Lecturer at the Centre for Educational Leadership Management, University of Leicester, which she joined in early 2003. She is editor of ‘Educational Management News’ and a member of the Leicester Education Research Publications Editorial Board.

Her areas of interest include educational research methodologies, education of girls in a multi-ethnic, multi-faith society like Britain (she herself has had three children go through the system) and opportunities for women in higer education management.
Her recent publications include ‘Leading Multicultural schools: a concept of adab in managing diversity’ (2005) and ‘Leading Multicultural Schools: a new understanding’(2004) presented to the 7th International BELMAS Research Conference, July 2004. She has also led research comparing the experiences of Muslim girls in single sex schools, both mainstream and in the private faith schools sector. She was formerly on the faculty of the University of Azad Jammu and Kashmir.

Her PhD at the University of Nottingham (1995-98) was based on a higher education institution in Pakistan. She notes that “Research supports that exclusion of women from positions of power in the HE management hierarchy is a pervasive phenomenon even in the ‘developed’ West.

Dr Saeeda Shah
“Instructional Leadership for School Improvement” at the School of Tomorrow: Freedom to learn conference

Selected Publications
Shah, S. (2011) ‘ Muslim Schools in the West: persistence or resistance’. British Journal of Religious Education.
Shah, S. (2011) ‘Pakistani Diaspora in Britain: intersections of multi-locationality and girls’ education’. British Journal of Sociology of Education, Vol. 32.
Shah, S. (2009) ‘Impact of Societal Culture on Practice: people management in colleges in Pakistan’. Journal of Educational Leadership, Policy, and Practice; 24(2) 4-18.
Shah, S. (August, 2009) Muslim Learners in English schools: a challenge for school leaders’, Oxford Review of Education; 35(4) 523-540.
Shah, S. (June 2009) ‘Why Single-Sex Schools? Discourses of culture/faith and achievement’. Cambridge Journal of Education; 45(2) 191-204.