A Comparative Leadership Approach for Decolonising Educational Leadership in Africa: The Case of Two Headteachers in the Democratic Republic of Congo and in England

Autor/in	Elonga Mboyo, Jean Pierre
Titel	A Comparative Leadership Approach for Decolonising Educational Leadership in Africa: The Case of Two Headteachers in the Democratic Republic of Congo and in England
Quelle	In: Research in Educational Administration & Leadership, 6 (2021) 3, S.586-623 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2564-7261
Schlagwörter	Comparative Analysis; Urban Schools; Elementary School Teachers; Leadership Styles; Instructional Leadership; Personal Narratives; Teacher Attitudes; Administrator Attitudes; Educational Practices; Foreign Policy; Educational Change; Comparative Education; Phenomenology; Foreign Countries; Figurative Language; Cultural Context; Congo; United Kingdom (England) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Führungsstil; Instruction; Leadership; Bildung; Erziehung; Führung; Erlebniserzählung; Lehrerverhalten; Bildungspraxis; Außenpolitik; Bildungsreform; Vergleichende Erziehungswissenschaft; Phenomenological psychology; Phänomenologie; Psychologie; Ausland; Kongo
Abstract	This research compares the accounts of two experienced urban primary headteachers based in Kinshasa (Democratic Republic of the Congo-DRC) with two others based in Sheffield/Doncaster (England), in order to make sense of their leadership pathways, challenges and approaches. Engaging these school leaders through leadership conversations within a narrative research tradition, the extracted data were analysed thematically and using phenomenological interpretive analysis. Despite differences in their stories of actions regarding the researched themes, a comparative theory of context(s) emergences which adds to how school leaders can think and act locally and globally and, in the case of African school leaders, decolonise their practice of any dominant normativity as they define what is best for their schools. This involved headteachers being attuned to their personal, professional and comparative dimensions of 'the gospel according to the headteacher' metaphor and ultimately deploying their connect comparative core values to rise above the subjective or objective scope of one's context in order to bring about change that primarily benefits children. (As Provided).
Anmerkungen	EARDA Turkish Educational Administration Research & Development Association. Dokuz Eylul University, Buca Faculty of Education, Izmir, Turkey 35150. e-mail: eyedderinfo@gmail.com; Web site: https://dergipark.org.tr/en/pub/real
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01