A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis

Autor/inn/en	Loomis, Colleen; Akkari, Abdeljalil
Titel	A Multilateral Model for Decolonising African Educational Leadership: Addressing Conceptual Problems and Integrating the Past-Present Continuum across the Local-Global Axis
Quelle	In: Research in Educational Administration & Leadership, 6 (2021) 3, S.625-660 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2564-7261
Schlagwörter	Instructional Leadership; Indigenous Knowledge; School Readiness; Educational Quality; African Culture; Foreign Countries; Early Childhood Education; Cultural Differences; Cultural Context; Postcolonialism; Nongovernmental Organizations; Leadership Styles; Educational Change; Models; Western Civilization; Madagascar + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Readiness for school; School ability; Schulreife; Quality of education; Bildungsqualität; Africa; Culture; Afrika; Kultur; Ausland; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kultureller Unterschied; Post colonialism; Postkolonialismus; Führungsstil; Bildungsreform; Analogiemodell; Madagaskar
Abstract	In studies on educational leadership across African countries, researchers are using different concepts that do not have the same meanings or similar histories, including variations in involvement by local, national, and international leaders. In the first part of this article, we problematize conceptualizing globally minded school leadership in Africa and attempt to understand the way local and global actors apply these concepts to and from within African contexts. In the second part, we present research working at the intersection of the NGO-Postcolonial border working with educational leaders in Madagascar. The findings show that early childhood education makes a difference on school readiness and that quality matters. In the third part, we propose a multilateral model for decolonising educational leadership in Africa by working on the past-present continuum and holding the tension between "border-specific" and "cross-border" perspectives. (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