School Leadership and Intercultural Understanding: School Foyers as Situated Spaces for Doing Diversity

Autor/inn/en	Moss, Julianne; O'Mara, Joanne; McCandless, Trevor
Titel	School Leadership and Intercultural Understanding: School Foyers as Situated Spaces for Doing Diversity
Quelle	In: International Journal of Inclusive Education, 21 (2017) 9, S.956-973 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moss, Julianne) ORCID (O'Mara, Joanne) ORCID (McCandless, Trevor)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2017.1324527
Schlagwörter	Instructional Leadership; Cultural Awareness; School Administration; Educational Change; Foreign Countries; Leadership Role; Educational Policy; Educational Practices; Interviews; Architecture; School Buildings; Building Design; Capacity Building; National Curriculum; Elementary Schools; Secondary Schools; Principals; Cultural Pluralism; Educational Innovation; Australia + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Cultural identity; Kulturelle Identität; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Interviewing; Interviewtechnik; Architektur; School building; Schulgebäude; Baugestaltung; Elementary school; Grundschule; Volksschule; Sekundarschule; Principal; Schulleiter; Kulturpluralismus; Instructional innovation; Bildungsinnovation; Australien
Abstract	Internationally, Intercultural Understanding (ICU) is increasingly prevalent in the field of education. The recent evidence base includes a growing academic literature and examples of specified education policy and curricula. In regards to leveraging ICU, research suggests a multi-level and longitudinal approach is needed to ensure effective and sustainable school change. Significant gaps exist in the literature about the contextual factors across all school levels that facilitate or impede the development of ICU. These gaps include research and action pertaining to school leadership. This paper draws from interviews and visual data generated in a large Australian study and focuses on the centrality of a single architectural feature of the school, the school foyer, and how principals grapple with the (re)design of these spaces to assert themselves as interculturally capable schools. Discourses of educational leadership have historically relied on well-worn leadership models of operational practices rather than explicitly framing an understanding of diversity to support intercultural capabilities. During a period of mandated Australian curriculum reform and assessment, this paper offers another way of "Doing Diversity" of interest to policy makers and school leadership keen to embed ICU in their schools while highlighting the significant role school leaders have in progressing ICU. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01