Challenges and Opportunities for Culturally Responsive Leadership in Schools: Evidence from Four European Countries

Autor/inn/en	Brown, Martin; Altrichter, Herbert; Shiyan, Igor; Rodríguez Conde, María José; McNamara, Gerry; Herzog-Punzenberger, Barbara; Vorobyeva, Irina; Vangrando, Valentina; Gardezi, Sarah; O'Hara, Joe; Postlbauer, Alexandra; Milyaeva, Daria; Sergeevna, Natalia; Fulterer, Sieglinde; García, Adriana Gamazo; Sánchez, Lourdes
Titel	Challenges and Opportunities for Culturally Responsive Leadership in Schools: Evidence from Four European Countries
Quelle	In: Policy Futures in Education, 20 (2022) 5, S.580-607 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brown, Martin) ORCID (Gardezi, Sarah) ORCID (Sánchez, Lourdes)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/14782103211040909
Schlagwörter	Foreign Countries; Leadership Styles; Cultural Relevance; Cultural Awareness; Student Diversity; Immigrants; Leadership Responsibility; Barriers; Educational Environment; Educational Policy; Student Needs; Educational Legislation; Language of Instruction; Teacher Education; Equal Education; Austria; Russia; Ireland; Spain + Suchen Sie Ihr Suchwort? Ausland; Führungsstil; Cultural identity; Kulturelle Identität; Immigrant; Immigrantin; Immigranten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Teaching language; Unterrichtssprache; Lehrerausbildung; Lehrerbildung; Österreich; Russland; Irland; Spanien
Abstract	Whether voluntary or enforced, increasing patterns of migration have significantly impacted schools by making them linguistically, culturally, religiously and ethnically more diverse than ever before. This increasing diversity requires school leaders to put in place mechanisms to ensure equity of participation for migration background students. Dimmock and Walker (2005) believe that school leaders need to play a vital role in promoting and sustaining an environment that embraces diversity and, by association, contributes to solving the macro problems of society. To accomplish this emerging role, there is a need for 'new approaches to educational leadership in which leaders exhibit culturally responsive organisational practices, behaviours and competencies' (Madhlangobe and Gordon, 2012: p. 177). This is all well and good in theory, but the current and historical context in which school leaders operate, together with the training and supports that are provided, influences, to a significant extent, how culturally responsive leadership can operate in practice. This study, which is part of a European Commission Erasmus+ funded project entitled Supporting Culturally Responsive Leadership and Evaluation in Schools (CReLES), examines these assumptions by mapping out the factors and actors that can hinder and facilitate the flourishing of such practices in four European countries, Austria, Ireland, Russia and Spain. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01