& Cross-cultural issues in development of leaders. Women and leadership: The views of women who are . Towards a framework of investigating leadership praxis in intercultural. Any research which attempts to map such differences in concept and practice will face severe methodological challenges. These may be through processes of exclusion or processes of inclusion, resulting in a relatively homogeneous or diverse student body, but in either case the outcome will be a pupil profile which reflects a particular set of cultural characteristics. What is the significance of time is the organization most oriented towards the past, the present or the future? Challenging the boundaries of sameness: leadership through valuing difference. The product will be a mosaic of sub-cultures, which may reinforce the cultural objectives of the whole school or, in some cases, appear as counter cultures that challenge the organizational hegemony. Cranston, N. School administration in China: a look at the principals role. , ), Effective educational leadership (pp. School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. The dynamic culture of (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. , M. Educational Administration Quarterly, 39(1), 6894. Lopez, G. R. Mller | Privacy policy Collard, J. Commentary. La Habra Education & Schools | La Habra, CA - Official Website The identification of the relevant culture and the group to which it is appropriate is predicated on the notion that humans can be classified, that a specific culture can be assigned to those in a particular geographic area or sharing a particular characteristic such as gender, language, ethnic background or religion. A welfarist culture, alternatively, emphasizes the individual needs of pupils. Bryant, M. His critique suggests that there is insufficient time given in such an approach to understanding existing cultures, both at a general level and in terms of the underpinning key components and variables, and the consequence is cultural imperialism. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996).
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