Two Culturally Diverse Ways Of Thinking: Perspectives For Refreshing Transcultural Leadership And Management Praxis With Cognitive Integrity

2018 ◽  
Vol 1 (1) ◽  
pp. 19-25
Author(s):  
George Simons ◽  
2021 ◽  
Vol 41 (2) ◽  
pp. 16-21
Author(s):  
Nidal Sleiman

This article focuses on international school leadership and raises questions on the mono-dimensional approaches to leading, teaching, and learning in diverse contexts. The growth of international schools all over the world represents increasing patterns of geographic and economic mobility, and the growth of socially and culturally diverse communities. While international schools generally represent different elements of internationalisation, their policies and leadership do not demonstrate an adequate response to the social and cultural needs of their communities. Based on her doctoral research, the author argues that internationalisation in educational leadership is not given sufficient attention and that the field requires further development of learning and exploring the contextual elements in which leaders lead. The article draws on a set of approaches to educational leadership, mainly contextually and culturally relevant leadership, and theories of internationalisation in educational leadership and management, in addition to transformational and engaged pedagogical approaches to teaching and learning.


Author(s):  
José G. Centeno

Abstract The steady increase in linguistic and cultural diversity in the country, including the number of bilingual speakers, has been predicted to continue. Minorities are expected to be the majority by 2042. Strokes, the third leading cause of death and the leading cause of long-term disability in the U.S., are quite prevalent in racial and ethnic minorities, so population estimates underscore the imperative need to develop valid clinical procedures to serve the predicted increase in linguistically and culturally diverse bilingual adults with aphasia in post-stroke rehabilitation. Bilingualism is a complex phenomenon that interconnects culture, cognition, and language; thus, as aphasia is a social phenomenon, treatment of bilingual aphasic persons would benefit from conceptual frameworks that exploit the culture-cognition-language interaction in ways that maximize both linguistic and communicative improvement leading to social re-adaptation. This paper discusses a multidisciplinary evidence-based approach to develop ecologically-valid treatment strategies for bilingual aphasic individuals. Content aims to spark practitioners' interest to explore conceptually broad intervention strategies beyond strictly linguistic domains that would facilitate linguistic gains, communicative interactions, and social functioning. This paper largely emphasizes Spanish-English individuals in the United States. Practitioners, however, are advised to adapt the proposed principles to the unique backgrounds of other bilingual aphasic clients.


1996 ◽  
Vol 23 ◽  
pp. 82-89
Author(s):  
Linda Badon ◽  
Sandra Bourque

1995 ◽  
Vol 40 (1) ◽  
pp. 51-52
Author(s):  
Kathryn J. Lindholm

2001 ◽  
Author(s):  
Renee Taylor ◽  
Gary Harper ◽  
Audrey Bangi ◽  
Radhika Chimata ◽  
Danielle Johnson

2012 ◽  
Author(s):  
Annemarie Hiemstra ◽  
Eva Derous ◽  
Alec W. Serlie ◽  
Marise Ph. Born

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