Summary
Contents
Subject index
`Clive Dimmock and Allan Walker's books is a valuable addition to the overcrowded literature on leadership. This is a useful and important book because citizenship, globalization and the tensions with nationality should be the concern of all who lead any school; even monofaith, monoethic and monolingual schools' - Tim Brighouse, TES Friday 'The authors offer a rigorous and systematic analysis based on careful definition, illustration and discussion which demonstrates the importance of understanding culture, leadership and their interaction in different contexts: in doing so they provide a powerful antidote to the simplistic export of ideas and lay foundations for a more sophisticated conceptual framework for the study of educational leadership' - John West-Burnham, International Leadership Centre, University of HullThis key text in educational leadership focuses on the significance of the context and culture of schools. The book addresses the growing recognition of cultural differences between societies and the resultant differences in schooling. It also deals with vital issues relating to multicultural education and the leadership of multicultural schools. Drawing on their first-hand experience, the authors explore the differences evident in classroom teaching and learning, as well as organizational, leadership and management aspects of schools. They show how such differences can make over-reliance on Anglo-American approaches misleading, ineffective and restrictive.Key features of the book include:- a methodology to support the emerging field of international and comparative educational leadership and management - in-depth comparative analysis of Anglo-American and Asian schooling and educational management- the leadership of multi-cultural schoolsThis book is essential reading for professionals and students of educational leadership and management, as well as administrators.
Leadership Dilemmas and Cultural Diversity1
Leadership Dilemmas and Cultural Diversity1
This chapter explores and analyses two themes and their relationship. The first theme is the notion that principals tend to perceive at least part of their work lives as dilemmas. The second is that both the perception/conception of dilemmas, and their subsequent management or resolution, tend to be culturally influenced. In support of both themes, we report a study carried out with a group of principals in Hong Kong.
Schools throughout the world operate in an increasingly complex and confusing environment. School leaders in particular are exposed to the problems, paradoxes and dilemmas associated with shifting educational landscapes. Recent research into the dilemmas perceived by school principals presents a picture of leaders torn between opposite, often contradictory, ...
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