Details

Cultures of Educational Leadership

Global and Intercultural Perspectives
Intercultural Studies in Education

von: Paul Miller
106,99 €
Verlag:	Palgrave Macmillan
Format:	PDF
Veröffentl.:	13.12.2016
ISBN/EAN:	9781137585677
Sprache:	englisch

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Beschreibungen

Titelbeschreibung

This book explores how to be fully cross-cultural and intercultural with research and theory building in educational leadership. It adopts an integrated approach to the examination of common issues across and between cultures and contexts. Each chapter examines an issue or a set of issues that builds on evidence from a minimum of three countries across at least two continents. The data collection methods are consistent for all countries and therefore allow meaningful conclusions to be drawn across the field. All six continents are represented in the book, including both developing and developed countries, to ensure an open dialogue and an innovative approach to lay the foundations for future research. 

Inhaltsverzeichnis

<p>Chapter 1. Cultures of Educational Leadership: Researching and Theorising Common Issues in Different World Contexts; Paul Miller.- Chapter 2. A Social Justice Perspective on Women in Educational Leadership; Deirdre Torrance, Kay Fuller, Rachel McNae, Carmel Roofe & Rowena Arshad.- Chapter 3. Educational Leadership among Women of Colour in United States, Canada, New Zealand; Elizabeth Murakami, Gaetane Jean-Marie, Lorri Santamaria & Ann E. Lopez.- Chapter 4. A Comparative Analysis of Intersections of Gender and Race among Black Female School Leaders in South Africa, United Kingdom and the United States; Pontso Moorosi, Kay Fuller & Elizabeth Reilly.- Chapter 5. The Challenge of Leadership: Ethnicity and Gender among School Leaders in London, Malaysia and Pakistan; Victoria Showunmi & Maria Kaparou.- Chapter 6. Gender and Leadership in Brazilian, Singaporean and Spanish Secondary Schools: An In-Depth Analysis Based on the 2013 TALIS; Marina García-Carmona, Miren Fernández-de-Álava & Carla Quesada-Pallarès.- Chapter 7. Policy Leadership, School Improvement and Staff Development in England, Tanzania and South Africa: Schools Working Together; David Middlewood, Ian Abbott, Vhonani Netshandama & Philip Whitehead.- Chapter 8. Leadership for the Attainment of Improved School Outcomes: A Brazilian, Australian and Maltese Study; Lindy-Anne Abawi, Ana Maria de Albuqerque Morereira & Christopher Bezzina.- Chapter 9. Sustaining Growth of Novice Teachers to Leadership through Mentorship Process:  A Study of Praxis in Brazil, Canada, Pakistan, and South Africa; Elizabeth Majocha, Marco Antonio Costa, Mamotena Mpeta, Nargis Ara, Catherine Whalen & Terezinha Alves Fernandes.- Chapter 10. Cross-Cultural Stories of Practice from School Leaders; Joan Conway, Dorothy Andrews, Leentjie van Jaarsveld & Cheryl Bauman.- Chapter 11. Whole School Development across Borders: Leading Intercultural and Cross-Cultural Learning; Paul Miller & Ian Potter.<br></p>

Autorenportrait

Paul Miller is President of the Institute for Educational administration & Leadership- Jamaica where is he is also the Director of Strategy & Partnerships and convenor of the Research Interest Group on “Leadership & Social Justice”. He is also Professor of Educational Leadership & Management in the School of Education & Professional Development at the University of Huddersfield, UK.<div><br><div><br></div><div>Deirdre Torrance, University of Edinburgh, UK<div><br></div><div>Kay Fuller, University of Nottingham, UK<div><br></div><div>Rachel McNae, University of Waikato, New Zealand<div><br></div><div>Carmel Roofe, University of the West Indies, Jamaica<div><br></div><div>Rowena Arshad, University of Edinburgh, UK<div><br></div><div>Elizabeth Murakami, Texas A&M University-San Antonio, USA<div><br></div><div>Gaetane Jean-Marie, University of Louisville, USA<div><br></div><div>Lorri Santamaria, University of Auckland, New Zealand<div><br></div><div>Ann E. Lopez, Ontario Institute for Studies in Education, University of Toronto, Canada<div><br></div><div>Pontso Moorosi, University of Warwick, UK<div><br></div><div>Kay Fuller, University of Nottingham, UK<div><br></div><div>Elizabeth Reilly, Layola Marymount University, USA<div><br></div><div>Victoria Showunmi, UCL Institute of Education, UK<div><br></div><div>Maria Kaparou, University of Southampton, UK<div><br></div><div>Marina García-Carmona, Universidad de Granada, Spain<div><br></div><div>Miren Fernández-de-Álava, Universidad Autónoma de Barcelona, Spain<div><br></div><div>Carla Quesada-Pallarès, University of Leeds, UK<div><br></div> <div>David Middlewood, University of Warwick, UK<div><br></div><div>Ian Abbott, University of Warwick, UK<div><br></div><div>Vhonani Netshandama, University of Venda, South Africa<div><br></div><div>Philip Whitehead, University of Warwick, UK<br><br><div><div>Lindy-Anne Abawi, University of Southern Queensland, Australia <div><br></div><div><div>Ana Maria de Albuqerque Morereira, University of Brasilia, Brazil<div><br></div><div><div>Christopher Bezzina, University of Malta<div><br></div><div><div>Elizabeth Majocha, Gabriel Dumont Institute, Canada<div><br></div><div><div>Marco Antonio Costa, Universidade Federal de Campina Grande, Brazil<div><br></div><div><div>Mamotena Mpeta, University of Venda, South Africa<div><br></div><div><div>Nargis Ara, Government Girls Post Graduate College, Pakistan <div><br></div><div><div>Catherine Whalen, University of Northern British Columbia, Canada<div><br></div><div><div>Terezinha Alves Fernandes, Federal University of Paraíba, Brazil<div><br></div><div><div>Joan Conway, University of Southern Queensland, Australia <div><br></div><div><div>Dorothy Andrews, University of Southern Queensland, Australia<div><br></div><div><div>Leentjie van Jaarsveld, North West University, North West University<div><br></div><div><div>Cheryl Bauman, Independent Consultant, Ontario, Canada </div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div></div>

Sonderbeitrag

Gives true meaning to cross-cultural and intercultural research and theory building in educational leadership Builds on research which spans at least three countries per chapter to develop intercultural possibilities Represents a range of developing and developed countries for more authentic cross cultural comparison

Unpublished endorsement

<p>“Paul Miller has brought together an impressive list of contributors to explore leadership and culture from an unparalleled global perspective, covering 17 countries from all six continents.   As globalisation threatens to impose an identikit view of how schools should be led and managed, it is refreshing to note the often subtle, but always significant, ways in which culture and context underpin different approaches to common problems facing school leaders.  By exploring a range of important issues, through multifaceted perspectives, this book makes an invaluable contribution to the current literature on school leadership.” (Tony Bush, Professor of Educational Leadership, The University of Nottingham, UK and Malaysia)</p>

<p>“Paul Miller’s latest book represents a carefully conceived and insightfully constructed contribution to the increasingly important need for intercultural and cross-cultural research in guiding educational leadership in today’s globalized world.Each chapter was intentionally designed to include work based in developed and developing countries in different continents using a common research design. Thus, Miller goes beyond the existing comparative literature to provide authentic, critical insight into the practice of educational leadership in multiple cultural contexts. His choice of contributors and countries for this book shines a light on scholars and educational contexts often neglected within the body of English-language scholarship in educational leadership.” (Ken Brien, President, Commonwealth Council for Educational Administration and Management (CCEAM))</p>