This volume builds upon emergent understandings about educational leadership and policy in hopes of continuing to refine our understanding of what effective leadership means in linguistically and culturally diverse school contexts. The volume seeks to entrench a deeper understanding of the broader leadership policies and practices that promote the success of linguistically and culturally diverse students, while also recognizing that effective leadership can be highly dependent on context. It offers original empirical research that enhances an understanding of the interdependencies between leadership, culture, language, and policy (i.e., the mechanisms that engender or hinder successful stewardship of linguistic and cultural plurality).
The confluence of school leadership, linguistic diversity, and multiculturalism makes this volume unique, especially considering the pace at which global migration continues to accelerate, coupled with the need to accommodate an array of diverselearning needs in todays schools.
Recenzijas
The authors in this volume challenge us by addressing a variety of leadership issues in a range of diverse contexts, providing insight into linguistically and culturally responsive leadership practice. Given this diversity of contexts, there is no attempt to generalise findings, but there is much in these studies that will resonate with anyone in a position of educational leadership. (Peter Beech, IATEFL Voices, Issue 280, May - June, 2021)
| Introduction |
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Leadership for Linguistically and Culturally Diverse Schools in the Era of Transnationalism |
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3 | (14) |
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Exploring Educational Theory in Practice |
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Moral Leaders for Multicultural Britain: The Lives and Identities of UK South Asian Head Teachers |
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17 | (16) |
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A Bourdieusian Approach to Educational Leadership in Culturally Diverse Schools |
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33 | (18) |
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Critical Moral Leadership: Toward Social Justice for English Learners |
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51 | (20) |
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Case Studies from Diverse Contexts |
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How School Leaders Leverage Resources for Social Justice, Equity and Access to Secondary Schooling in Belize: Implications for an Island Community |
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71 | (18) |
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Educational Leaders Building Relationships and Respecting and Affirming Indigenous Identity |
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89 | (22) |
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Leading in a Diverse Context: A Principal's Efforts to Create an Inclusive Elementary School for Refugee Students |
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111 | (22) |
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Preparation for Teaching and Leading in Diverse Contexts |
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Educating Against the Grain: A West Texas Teacher Preparation Program Champions Radical Reform |
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133 | (10) |
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Talking the Talk and Walking the Walk: Students' Experiences in Two Programs to Prepare Leaders for Predominantly Latino Schools |
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143 | (22) |
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Implications of Research Findings for Policy and Practice |
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Intercultural Competencies of New Principals Tackling Challenges Related to Leading a Culturally and Linguistically Diverse School |
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165 | (20) |
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Language-in-Education Policies in a New Immigration Country: Enabling and Disabling Local Leadership in a Multilingual School in Italy |
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185 | (28) |
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Enrico Castelli Gattinara |
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Components of Linguistically and Culturally Responsive School Leadership |
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213 | (14) |
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| Epilogue: A Metaphoric Approach to Leading Diversity in Schools |
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227 | |
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| Correction to: Educational Leaders Building Relationships and Respecting and Affirming Indigenous Identity |
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Jon Veenis has considerable experience as both a second language teacher and a school administrator. One of his administrative assignments was part and parcel of a school improvement initiative in an urban district where he served as the local liaison for the school improvement grant. He was awarded the UCEA summer fellowship in 2017 and also served as a UCEA Policy Associate in 2018. This book project was the result of work he completed in service to the aforementioned fellowship where he served under the direction of Dr. Jami Royal Berry at the Center for International Study of Educational Leadership. Currently, he is a doctoral candidate in the Department of Educational Leadership and Policy at the State University of New York (University at Buffalo). His primary research interests include educational policy, comparative education, language policy, and educational equity. Sylvia Robertson is a lecturer in Education Studies at the University ofOtago, New Zealand where she teaches in undergraduate and postgraduate programmes and is Director of the Centre for Educational Leadership and Administration (CELA). She is a highly experienced primary practitioner who has held teaching and leadership roles in diverse settings in New Zealand, Australia and England. Sylvia has written and presented on the leadership self, teacher effectiveness, and leadership in high-needs settings. Her research interests include leadership preparation, leadership identity, and management of change. At the time of writing, Sylvia is researching the influence of a new educational leadership strategy on school leadership preparation in New Zealand.
Jami Royal Berry is a clinical associate professor in the Educational Administration and Policy Program (EDAP) in the Mary Frances Early College of Education at the University of Georgia, a co-director of the UCEA Center for the International Study of Educational Leadership, and the president of the Georgia Educational Leadership Faculty Association (GELFA). A sought-after consultant, Dr. Berry has written and presented locally, nationally, and internationally on leadership in high needs schools, culturally relevant educational leadership practices, and the cohort model of instruction. Prior to her university service, Berry was a music teacher and elementary school administrator. She remains active in K-12 education through volunteering in local schools and serving as a board member for several education organizations.
