Shelley, Percy Bysshe: Ode to the West Wind

The paper intends to explore a parallel between Shelley and Farrukh Ahmad through a minute analysis of some of their celebrated poems pregnant with romantic passion. Ode to the West Wind, which has been considered as one of the most significant poems of Shelley, conceives his utmost romantic idea that corresponds to the romantic spirit of Farrukh Ahmad expressed in Jhod and Boishakh, two of his famous poems. In Ode to the West Wind Shelley urges the west wind to destroy the aged old society full of corruption and injustice and at the same time pleads it to preserve the society by spreading the seeds of new hope and regeneration. So does Farrukh Ahmad in his Jhod and Boishakh. Though their beliefs and ideologies are not alike, they have taken the west wind as an emblem of destroyer and preserver.IIUC Studies Vol.12 December 2015: 63-70

Download Full-text

The west wind vs the east wind: instructional leadership model in China

Journal of Educational Administration ◽

10.1108/jea-08-2016-0083 ◽

2017 ◽

Vol 55 (2) ◽

pp. 186-206 ◽

Cited By ~ 28

Author(s):

Haiyan Qian ◽

Allan Walker ◽

Xiaojun Li

Keyword(s):

Instructional Leadership ◽

Leadership Practices ◽

School Principals ◽

Social Contexts ◽

Three Dimensions ◽

The West ◽

Content Type ◽

West Wind ◽

East Wind ◽

Context Specific

Purpose The purpose of this paper is to develop a preliminary model of instructional leadership in the Chinese educational context and explore the ways in which Chinese school principals locate their instructional-leadership practices in response to traditional expectations and the requirements of recent reforms. Design/methodology/approach In-depth interviews were conducted with 22 selected primary school principals in Shenzhen and Guangzhou. A qualitative analysis was conducted to categorize the major leadership practices enacted by these principals. Findings An initial model of instructional leadership in China with six major dimensions is constructed. The paper also illustrates and elaborates on three dimensions with the greatest context-specific meanings for Chinese principals. Originality/value The paper explores the ways in which Chinese principals enact their instructional leadership in a context in which “the west wind meets the east wind”; that is, when they are required to accommodate both imported reform initiatives and traditional expectations. The paper contributes to the sparse existing research on principals’ instructional leadership in non-western cultural and social contexts.

Download Full-text