School Leadership for "Democratic Bildung": Fundamentalist Beliefs or Critical Reflection?

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Autor/in	Moos, Lejf
Titel	School Leadership for "Democratic Bildung": Fundamentalist Beliefs or Critical Reflection?
Quelle	In: School Leadership & Management, 28 (2008) 3, S.229-246 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
Schlagwörter	Educational Practices; Instructional Leadership; Political Attitudes; Democracy; Educational Change; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Democratic Values; Administrative Organization; Leadership Responsibility; Educational Policy; Educational Research; Political Issues; Politics of Education; Citizenship Education; Ethics; Social Responsibility; Interaction; Interpersonal Relationship; Interviews; Foreign Countries; Denmark + Suchen Sie Ihr Suchwort? Bildungspraxis; Instruction; Leadership; Bildung; Erziehung; Führung; Political attitude; Politische Einstellung; Demokratie; Bildungsreform; Lehrerverhalten; Schülerverhalten; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Politischer Faktor; Educational policy; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Ethik; Soziale Verantwortung; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interviewing; Interviewtechnik; Ausland; Dänemark
Abstract	Many educational systems, like many public sectors, find themselves in the midst of rapid changes. In many cases, decentralisation is the order of the day, often alongside re-centralisation. The new relations between supra-national, national, local and organisational levels create novel conditions for leading schools and for establishing alternative relations within schools between leaders, teachers and students. New leadership and new relations will lead to the education and upbringing of the next generation to a level unanticipated by most policy-makers, practitioners and researchers. In line with some centralisation initiatives there are tendencies in educational policies towards demanding that educational systems as well as educational practice and leadership be based on rigorous evidence. The evidence that some of those politicians consider rigorous and preferable is evidence based on randomised, controlled tests: RCT studies. This kind of knowledge is often thought to be valid all over the world. This political attitude produces a special kind of relation between the political system, schools, school leaders, professionals and students, creating new conditions for the development of ethical and professional practices in schools. It also creates new conditions for schools, which try to further and develop a comprehensive and socially responsible education for active and participating citizenship in democracies: "Democratic Bildung" (see "The purpose of schooling: "Democratic Bildung"--participation and critique"). This article will discuss contemporary demands on educational leadership on the basis of notions of democratic education that can be traced back to the source of democratic thinking in the era of enlightenment: Can leaders contribute to building democratic communities in schools, where professionals and students participate in the interactions on the basis of inclusion in the community (participation) and in critical reflection and analysis (deliberation)? The background for the discussion is analyses from the Danish contribution to the "International Successful School Principal Project" (ISSPP). The Danish project started out with eight schools and ended up concentrating on three schools. In these schools the principal, deputy, teachers, students, parents and local educational authorities were interviewed and (followed closely) the principal, one teacher and one student were "shadowed" for a whole day. Teaching, meetings and the everyday life in three schools were also observed for more than a week each. (Contains 1 table and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10