scholarly journals School Leadership in a Contradictory World

2012 ◽  
Vol 31 (1) ◽  
pp. 15 ◽  
Author(s):  
Lejf Moos

<p>The article captures important trends and tendencies in public governance and thus in conditions for school leadership. The general movement towards Globalization influences the core trends in national policies and in public governance. But international discourses and practices are formed in national or regional contexts of culture, practice and politics. The author is part of a Nordic context and therefore he observes governance and leadership from this point. But it is possible to translate the analyses to other contexts as well. An analyse of some of the effects of the meetings of transnational influences with national values and practises are discussed in the case of Danish education and school leadership. School leaders are left with a number of dilemmas between traditional, welfare state values and neo-liberal values. They have to find locally satisfying balances between academic proficiencies and competences of curiosity and deliberation.</p>

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
◽  

Abstract Populist radical right (PRR) parties have been steadily expanding, not only in the number of supporters they gain and the seats they win in governments, but more importantly they have been increasingly elected into governmental coalitions as well as presidential offices. With the prominence of these authoritarian, nationalistic and populist parties, it is often difficult to discern what kind of policies they actually stand for. Particularly with regards to the welfare state and public health, it is not always clear what these parties stand for. At times they call for a reduction of health-related welfare provision, despite the fact that this goes against the will of the “ordinary people”, their core supporters; they often promote radical reductions of welfare benefits among socially excluded groups - usually immigrants, whom are most in need of such services; and finally they often mobilize against evidence-based policies. The purpose of this workshop is to present the PRRs actual involvement in health care and health policies across various countries. As PRR parties increase and develop within but also outside of the European continent it is necessary to keep track of their impact, particularly with regards to health and social policies. Although research surrounding PRR parties has significantly expanded over the last years, their impact on the welfare state and more specifically health policies still remains sparse. This workshop will present findings from the first comprehensive book connecting populist radical right parties with actual health and social policy effects in Europe (Eastern and Western) as well as in the United States. This workshop presents five country cases (Austria, Poland, the Netherlands, the United States) from the book Populist Radical Right and Health: National Policies and Global Trends. All five presentations will address PRR parties or leaders and their influence on health, asking the questions “How influential are PRR parties or leaders when it comes to health policy?” “Do the PRR actually have an impact on policy outcomes?” and “What is the actual impact of the health policies implemented by PRR parties or leaders?” After these five presentations, the participants of the workshop will be engaged in an interactive discussion. Key messages As the number of PRR parties increase worldwide and their involvement in national governments become inevitable, new light must be shed on the impact these political parties have on public health. Politics needs to become better integrated into public health research. The rise of PRR parties in Europe might have serious consequences for public health and needs to be further explored.


2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.


1999 ◽  
Vol 9 (1) ◽  
pp. 79-91
Author(s):  
Jianping Shen ◽  
Chia-Lin Hsieh

Through analyzing data from 147 professors of educational leadership and 457 future school leaders in a national sample, the study (a) inquired into the di mensionality of the instructional goals of the school leadership program and (b) com pared the importance of these instructional goals as perceived by the two groups. It was found that the respondents perceived there were multidimensions to the instruc tional goals of the school leadership program and that there was more similarity than difference between the two groups. Implications of the findings were discussed in terms of developing and improving the school leadership program.


2021 ◽  
pp. 089202062110194
Author(s):  
Dalku Arroyo ◽  
Tony Bush

This paper focuses on the experiences of six Chilean female headteachers. It addresses their career progress, and the facilitators and barriers, as well as the challenges they encountered in accessing and enacting school leadership. The six participants were drawn from all three of Chile’s school types – public, semi-private and private – in what is a differentiated system. The findings demonstrate both differences and similarities in participants’ experiences, across all three school sectors. A major difference relates to the additional barriers faced by public sector school leaders, compared with participants in the private and semi-private schools.


Author(s):  
Chuang Wang ◽  
Dawson R Hancock ◽  
Ulrich Müller

Effective school leadership is crucial to a school’s success. Yet throughout the world, attracting and retaining qualified school leaders is often a formidable challenge. To discern ways in which we may recruit and retain competent school leaders, this study compares the extent to which principals in three industrialized countries, China, Germany and the USA, value the characteristics of their positions as principals. Survey responses of principals in these three countries reveal many factors that gratify and some factors that disappoint principals about their work environments. Comparing the similarities and differences of the principals’ responses in these countries provides insights into ways in which we may learn from each other about the factors that influence the recruitment and retention of qualified principals.


Author(s):  
Dan Horsfall ◽  
John Hudson

This concluding chapter highlights key arguments from across the book in order to set out an integrated agenda for future research. Theoretically rooted analyses must be at the core of such an agenda. The inter-pollination/cross-fertilisation of ideas from many disciplines is important in developing an understanding of the complex and multi-faceted ways in which competition is influencing welfare states. However, while theory is central to this agenda, it must also be rooted in detailed empirical analysis. In looking to transcend the competition state/welfare state dichotomy, this interplay between theory and evidence is key, and where theoretically rooted social policy analysts can add particular value to current debates.


2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.


Author(s):  
Helen M. Gunter

Stephen Ball's research continues to make a contribution to describing, understanding and explaining the political, social, economic and cultural context in which educational professionals locate their practices. Therefore, Ball engages with issues about school leadership, but he does not set out to present solutions for school leaders. Based on critical reading and interview data, I show how by not researching school leadership he makes a robust and relevant analysis of school leadership for the profession. He makes a contribution to understanding the realities of doing and thinking about leaders doing leadership and exercising leadership, where his starting point is to work with the profession as public intellectuals.


2021 ◽  
pp. 095269512110344
Author(s):  
David Garland

This article traces the emergence of the term welfare state in British political discourse and describes competing efforts to define its meaning. It presents a genealogy of the concept's emergence and its subsequent integration into various political scripts, tracing the struggles that sought to name, define, and narrate what welfare state would be taken to mean. It shows that the concept emerged only after the core programmes to which it referred had already been enacted into law and that the referents and meaning of the concept were never generally agreed upon – not even at the moment of its formation in the late 1940s. During the 1950s, the welfare state concept was being framed in three distinct senses: (a) the welfare state as a set of social security programmes; (b) the welfare state as a socio-economic system; and (c) the welfare state as a new kind of state. Each of these usages was deployed by opposing political actors – though with different scope, meaning, value, and implication. The article argues that the welfare state concept did not operate as a representation reflecting a separate, already-constituted reality. Rather, the use of the concept in the political and economic arguments of the period – and in later disputes about the nature of the Labour government's post-war achievements – was always thoroughly rhetorical and constitutive, its users aiming to shape the transformations and outcomes that they claimed merely to describe.


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