Rather, cultural competency, the ability to recognize, analyze and engage purposefully with culture at the macro and micro levels is a foundational skill, which positions educational leadership as critical contributors to shaping society and not just the school. (1996). Leithwood, K. Hoppe (2004) suggests that experiential learning proves enjoyable and effective for US leaders while French and German leaders often view this approach as time-wasting childs play (p. 353). This book assists people inside and outside schools to . You can find out more in our Privacy Policy. Everyone expects superiors to enjoy privileges, and status symbols are very important. Duke, D. L. A preparation for school leadership: International perspectives. Fullan, M. A. Nevertheless, school leadership that supports, stimulates, and facilitates teacher learning, has been found to be a key condition for collaborative teacher learning (Stoll & Kools, 2017). P. W. Effects of cultural diversity on in-class communication and student project team dynamics: Creating synergy in the diverse classroom. Changing our schools : linking school effectiveness and school improvement. Organisational Culture and Leadership. If culture embeds, among other things, power relations, then the issue of programs matching or challenging dominant cultures becomes a matter of negotiating competing notions of appropriate power relations, political and social structures. The first is that culture is neither unitary nor static (Collard & Wang, 2005), and while change may be evolutionary rather than revolutionary, trends and developments in internal and external influences will move the culture forward. , (Hargreaves 1995; Maslowski 2001, pp. Such simple categorizations provide briefly interesting analytical tools to assist school leaders in gaining an initial understanding of their school culture, but are of limited wider utility. Ribbins M. Culture also impacts on delivery. & (Eds. House, R. , & ), The Life and Work of Teachers (pp. V. (2007). The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. Bolam Processes and structures designed for a time that has passed are no longer appropriate in a rapidly changing society. Sports. L. Stoll, D. Fink. Commentary. (2000) Leadership and Culture in Chinese Education. & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). (1996). In In relation to leader preparation and development culture has been framed largely as an issue of diffusion, particularly of Western values and practice applied to the development of leaders in all parts of the globe (Leithwood & Duke, 1998). Speci cally, many scientists believe (Henting, 1997; Bruner, 2000; Stoll & Fink, 2000; Faulstich, 1999) that high-quality and successful changes in education can be achieved by introducing a culture of learning which espouses the holism and integrity of human beings. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. Such reculturing (Fullan, 2001) is perhaps the biggest challenge to school leaders, though, for it will certainly generate conflict, contradiction and destabilization as part of the process as DiPaola (2003, p. 153) has indicated: London: Paul Chapman. Librarian resources The New Meaning of Educational Change (3rd ed.). & K. T. It is "the way we do things around here" and often defined as 'the basic assumptions, norms and values and cultural artifacts of a school that . They may also tackle the issue of how culture can be managed. Cultures consequences: management in Saudi Arabia. All this is set within a strongly performative macro context in many countries. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. , & The discourse of diversity: from biology to management. A. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. (1996). 206207). Crossing the great divides: problems of cultural diffusion for leadership in education. , (forthcoming) distinguish transmission models, where experts pass on theoretical knowledge (often indiscriminately, as discussed earlier), and process models which use more community based styles of learning. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). Fink, D. & | Promotions Its view of human nature is there a belief that people are essentially good, neutral or evil? A tentative model and case study. (1997). The key issue, of course, arising from globalization is that educational leaders will be faced increasingly with challenges to manage cultural change within their institution. M. While these are different aims, they both involve intercultural fluency. While there is extensive research on the implications of assessment modes on school learners, including the relationship of assessment to variables such as gender and ethnicity, no similar body of research informs how we understand the assessment of leaders. Bottery, M. Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. 8-9; Stoll and Fink 1995). Two typologies are developed. In many ways this is the summation of the school and reflects its overall purpose and aims, which have two distinct dimensions. Cross-cultural understandings of leadership: themes from Native American interviews. ), Handbook of Leadership Development (pp. 17). 5167). Instead there are history, context, process, interactivity, power relations and change. Kachelhoffer, P. Fullan (2001) has suggested that recognizing the need for, and understanding the processes involved in, cultural change are essential tools of leadership development, for it is in establishing a culture of change in school that successful school development can occur. Challenging the boundaries of sameness: leadership through valuing difference. School Culture. Ranade, M. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. In fact, Hofstedes work shows very great variation within regions. Such an approach to cultural change is, of course, a key component of western approaches to educational leadership, and has been criticized for representing a fundamental misunderstanding of what culture is and can be. International Studies in Educational Administration, 32(2), 417. R. J. Who. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. (Eds. (1982). P. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. I am a member of the publication's editorial board and strongly support the publication, Authored by: (1997). There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. Understanding Schools as Organisations (1997). (2004). R. J. Curricula and delivery which are founded on a set of cultural assumptions, even those which are dominant within the region or country, are likely to miss the mark for many. Educational leadership in East Asia: implications of education in global society. Celikten, M. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. & (1999). Bryant, M. In many countries the principal may indeed be key. Lumby et al. All leadership development has embedded cultural values. In others, variation is considerable and the primary drive to develop teaching and learning, attainment and achievement may be located elsewhere. (1971). Rather, in leadership every person has a role to play (Bryant, 1998, p. 12) undertaking a leadership act as need and personal understanding or skill require. Watch online from home or on the go. Collard, J. Similarly, Bajunid (1996, p. 56) argues that the richness of Islamic teaching is absent from concepts of leadership. & and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. Foskett, N. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. Sparrow, P. | Contact us | Help & FAQs Waters (1995) has identified three interwoven strands to globalization political globalization, economic globalization and cultural globalization. Managing diversity in transnational project teams. Lopez, G. R. At the exogenous level, there appears to be widespread cultural homogeneity implicit in leadership development; that is, whether explicitly acknowledged or not, development is underpinned by some degree of belief in leadership as an invariable activity (Walker & Walker, 1998; Bhindi & Duignan, 1997): this despite recognition that even the word leader has very different connotations in different cultures (House, 2004). There exists a considerable literature on culture, which provides a range of conceptualizations. , Wong, K-C. , The GLOBE project was undertaken in a business context. Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. Educational Management & Administration, Billot, J. (2004). Bajunid, I. Dorfman and House (2004) suggest three competing propositions: that cultural congruence in development and leadership is more effective; that cultural difference can be stimulating and bring about positive change; that leadership is universal activity. Prasad Jackson, D. A number of research areas seem indicated as urgently required. & The design of curriculum and delivery is therefore to an extent a cultural guessing game requiring those responsible for preparation and development to hold a high level of cultural fluency themselves and to support the development of cultural fluency in others. 420421). Changing Our Schools: Linking School Effectiveness and School Improvement. & (Eds. Begley, P. V. London: Falmer. (Eds. & , & This unique culture will reveal itself through a number of institutional characteristics: While these representations are identifiable and mostly tangible, the illusiveness of the concept of culture lies in the fact that it is an holistic concept which is more than the sum of these component parts. Prosser (1998) has shown how culture is expressed at different levels within an organization, ranging from the individual classroom, to teams of teachers, to the whole school. Davis , , & New York: Teachers College Press. International Journal for Leadership in Education, 4(4), 401414. (1986). Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. In terms of cultural inputs it is important that leaders within a school have the skills and knowledge to read the cultural landscape of the school, to recognize those aspects of it which can be controlled or manipulated, and decide which should be influenced and in what ways. This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. Lumby et al. Farrar, E. For most leaders this provides perhaps the most challenging dimension of leadership, for it is necessary to understand what those cultures are, why they exist and what aspects of them can or cannot, or should and should not, be subject to change to achieve the schools goals. P., Glatter J. Morgan, G. School culture is the set of shared values, beliefs and norms that influence the way educators and administrators think, feel and behave in schoolplace. & (Eds. Culture and Agency. The adoption of similar sets of competences, for example, reflects to some degree airbrushing out the influence of local culture (Davis, 2001; Macpherson, Kachelhoffer & El Nemr, 2007). For example, Walker, Bridges and Chan (1996) provide a rare example of research into the fit of a particular learning approach, problem-based-learning, to a specific cultural context, Hong Kong. He created a series of descriptors of the culture of schooling with a particular focus on how key cultural characteristics equate to the absence of a productive learning environment. (1998). Skip to page content. Bjerke and Al-Meer (1993, p. 31) suggest that in the Arab world: In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . Wisdom gained, wisdom given: instituting PBL in a Chinese culture. Internationally leader preparation and development tends to focus on the principal. Panel 4 A Typology of School Cultures. We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. This may be interpreted in several ways ranging from the operational to the political. None is universally applicable or comprehensive, but all can serve to support an educational leaders reflection on the culture of a specific school. International Journal for Leadership in Education, 7(2),127146. G. As a consequence, leaders must be equipped to work with both imported as well as indigenous culture. Accultured, automatic, emotional responses preclude awareness of internalized culture. Al-Meer, A. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. In another region of China, Hong Kong, teacher contact hours are considerably higher and leadership is more firmly placed with the principal. Thirdly, it offers an international perspective by looking at the micro relationship of culture to the multiple identities and cultures of individuals and organizations. Not only may there be particular cultural assumptions about the relationship between staff and principal, the principal and regional/national authorities, but underpinning ontological assumptions may be distinctive. Leadership and intercultural dynamics. , (2004). The second has a similar perspective but rather than losing the identities of existing cultures in the melting pot sees the retention of plural cultures within education which can enrich and reinforce each other what is sometimes described as the salad bowl approach to cultural change. Many leaders are constrained to varying degrees by the pressing demands of accountability and competition which in themselves create a dominant cultural context. E. V. Velsor, E. V. Deal, T. Young In It is characterized by very limited research at the within school subunit scale, and by the adoption of generalized models of culture from business and management disciplines at whole-school or national/international scales of analysis. London: McGraw-Hill. However, his analysis of national culture has been abused to support stereotypical views and crude dichotomies, such as between Western cultures and those of Asia. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). Journal of Managerial Psychology, 1(2), 95117. Leithwood More helpful is the model of Schein (1990), which, in contrast, has provided a generic and analytical model of culture. ISBN: 9781135277017. Global forces, national mediations and the management of educational institutions. Educational Management & Administration, 26(1), 720. We consider later in this chapter the implications of this for the professional development of lead-ers within educational institutions. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. (2001). The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. In the education sector, the PLC provides a pathway to a learning organisation: one which comprises 'a group of people who take an active, re ective, collaborative, Javidan you are agreeing to our use of cookies. While awareness of and reflection on hegemonic theory may be of use, its global dominance in preparation and development seems inappropriate on a number of grounds. If leaders believe that a dominant culture is identifiable or achievable, and that it is a single, stable and unifying phenomenon, then changing it becomes a matter of choice, but relatively straightforward and without any moral ramifications. While the former classroom and lecture based model is widespread, they suggest that the process model of problem solving, mentoring and internship holds more hope of reflecting indigenous cultures. | Cookies (2002). Journal of Educational Administration, 36(1), 828. The (racially neutral) politics of education: a critical race Theory perspective. Effective. (1991). ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. (Eds. The attempt to mould culture in any direction involves alignment with some and challenge to others. The first is the blending of western (or, more correctly, exogenous) cultural values with existing cultures to generate a new cultural environment, a model sometimes described as the melting pot perspective. P. W. We are using cookies to provide statistics that help us give you the best experience of our site. Internationalisation, ethnic diversity and the acquisition of intercultural competencies. (Litvin, 1997, pp. House, R. J. This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. 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. Such a perspective suggests that the dominant culture, were it to be discerned with any certainty, would be embedded, unexamined and therefore unchallenged, in preparation and development programs. DiPaola, M.F. Discourse and Organization. Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. School Effectiveness and School Improvement, 12(4), 385408. British Educational Research Journal, 32(3), 363386. 210223). The school leader is therefore at the fulcrum point, subject to exogenous effects of culture, refracted in part through his or her leadership development and personal cultural locus, and in turn engaging with endogenous culture in the school and its community. Bryant, M. Schools with strong, positive cultures feature service-oriented staffs, a collegial ambience, celebratory rituals, supportive social networks, and humor. In contrast the assessment of educational leaders often assumes that consideration of cultural fit is unnecessary in relation to standards which are uncritically accepted as international. Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. & School Effectiveness and School Improvement, v6 n1 p23-46 1995 Explores the relevance of culture to school effectiveness and school improvement. Lumby, J. , & The model identifies seven dimensions of organizational context that shape resultant culture, based on a series of key questions: These questions provide a helpful analytical framework, which can be applied in most educational contexts, and which seeks to identify the underlying values and beliefs within a school. The aim is to encourage leaders to address obliviousness to their own culture and challenge approaches which may inappropriately embed a single culture and/or a culture alien to some participants. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. , International Journal for Leadership in Education, 4(4), 321332. International Journal of Educational Management, 5(3), 45. Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? Hallinger School principals in transition. C. In (1997). we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. Introduction. & In this line, a study . Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). M. The values they espouse or eschew, the aspirations and achievements they have, and their contribution to communities (local, regional, national), whether positive or negative are the cultural product of the school. , School culture and culture in general are often labeled as self-evident. Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. Redefining the field of European human resource management: a battle between national mindsets and forces of business transition? He suggests that schools are bastions of conservatism, not centers of social experimentation. , School culture can have an positive. This paper aims to explore how the formation of Palestinian teachers' professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. Dorfman, P. W. Professing educational leadership: conceptions of power. & Mller Ruiz-Quintanilla, A. , Stier insists that the latter cannot be achieved by content competencies alone. Stier, J. How principals manage ethnocultural diversity: Learnings from three countries. The Leadership Quarterly, 7(2), 163187. In terms of cultural outputs school leaders need to understand both what the external societies expect from the school and what they wish to achieve themselves this will require an integration of their personal and professional values, their vision of the purpose of schooling, and the visions and values of the key external stakeholders. Coleman, C. & Scheins model provides a greater level of sophistication by focusing on a challenging interrogation of the culture of the school and linking culture more strongly to underpinning values and beliefs. The cacophony of objections highlights the failure of development programs to accommodate the diversity of culture within one geographic area as much as across widely distant locations. 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 implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs.
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