The intersection of class, capital and identity:a critical political economy analysis of education policy and leadership in the Kurdistan region in Iraq

The Kurdistan Region in Iraq (KRI) has undergone several policy and structural educational reform processes over the last two decades, which have significantly influenced the practice and impact of school leadership. Despite rising interest in the Iraqi Kurdish context, locally and globally, studies examining the interaction of education policy and leadership are still limited. This chapter aims to explore the impact of the reform context on the role of school leaders and their relationship with education policy through a critical political economy lens. Using a combined framework, the study draws on Joel Beinin’s work on the political economy of the Middle East, Stephen Ball’s work on education policy and Anthony Giddens theory of structuration and his concepts ‘agency’ and ‘structure’ in relation to the interaction of leadership and policy. The study uses a multi-method approach comprising of five case studies, 12 in-depth interviews with school leaders and five critical reflective journals written by school leaders. To analyse the data collated from these methods, a critical policy economy analysis approach is used. The findings highlight the significant inequalities and inequities between schools and highlight the complex relationship between leadership and policy. In this respect, the chapter provides an analysis of educational policy in the region amidst political, cultural, and socio-economic complexity. Then, it highlights the constant interplay of history, power, and market capital in the work of schools and leaders. Finally, the chapter documents how significant distinctions between different schooling systems driven by the intersection of class, capital and identity, create significant challenges for school leadership.