This article, based on a Black feminist perspective, examines the multifaceted personal and professional lives of Black women elementary school principals in South Africa at the intersection of institutional and political, cultural and language, economic and social/historical sites as
they work to actualise socially just and equitable learning environments for Black children and youth. The thrust of this work is to show how particular life experiences (profoundly affected by race, class, gender and language) affect individuals in their professional lives and in their political commitment to social justice. The argument raised in this work is that despite (or because of) the difficulties in gaining
an education and positions of school leadership, the three women in this article have developed a strong sense of commitment to social justice which is demonstrated by their caring as educational leaders whilst at the same time struggles with efficiency, responsibility and dealing with the numerous difficulties (bureaucratic and other) of managing a school.