, Personal or student reference I refer students to this publication for new research articles or for my work, Benefit library's collection Acquisition of this publication will benefit department, faculty and student needs, Affiliation P. Cultural fluency will be predicated on more than cognitive effort (Lakomski, 2001). Walker, A. P., Glatter Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. This paper's focus is school culture as 10. By continuing to use the site The model identifies seven dimensions of organizational context that shape resultant culture, based on a series of key questions: These questions provide a helpful analytical framework, which can be applied in most educational contexts, and which seeks to identify the underlying values and beliefs within a school. Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. The aim is to encourage leaders to address obliviousness to their own culture and challenge approaches which may inappropriately embed a single culture and/or a culture alien to some participants. A challenge to dominant cultures and the evolution of cultures which are seen as fitting will be achieved only by persistent efforts to increase the intercultural fluency of all involved, in part by increasing the evidence base, and in part through detailed translation of such evidence to impact the design and delivery of the development of leaders. Bryant (1998) suggests that as a consequence school leadership as conceived in the US is unlikely to be appropriate to Native American educational leaders whose culture and consequent conception of leadership is very different. (Throughout, the term development is used to indicate both pre-appointment preparation and the post-appointment on-going development of leaders.) DiPaola, M.F. You can find out more in our Privacy Policy. (forthcoming). & In the education sector, the PLC provides a pathway to a learning organisation: one which comprises 'a group of people who take an active, re ective, collaborative, J. This is but one element of the interplay of competing values, priorities and hierarchies of power which influence culture. Leaders interact with culture at the organizational level both in terms of efforts to include the multiple cultures which may be present and also to sustain, adapt or change the dominant culture. Hallinger, P. The implications of these strategies for leadership training and development have been analyzed by DiPaola (2003) who outlines a number of key components of principal preparation programs. A major international study, The Global Leadership and Organizational Effectiveness (GLOBE) project, aimed to establish which leadership behavior was universally viewed as contributing to leadership effectiveness (House, Paul, Hanges, Ruiz-Quintanilla, Dorfman & Mansour 2004, p. 3). Dorfman, P. W. & ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. (Hargreaves 1995; Maslowski 2001, pp. Educational Management & Administration, Bush, T. As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). , Cultures consequences: management in Saudi Arabia. Washington, K. Preparation and development programs therefore face a twofold challenge: In the next section we shall examine the issues of culture and leadership preparation and development. Dorfman, P. W. Culture can then be viewed in shorthand as: Kantamara, P. School culture . Cross-cultural understandings of leadership: themes from Native American interviews. M. Mills The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). Buckingham: Open University Press. M. Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school . (Hoppe, 2004, p. 333), a set of shared values and preferred actions among members of a society that largely determines among other things, the boundaries within which leader development is possible. (1997). Litvin (1997) attacks such essentialism, ascribing the taxonomy of groups to a Western Platonic purportedly scientific paradigm. E. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. (2004). Choices will continue as culture evolves and the perspectives of all players mutate over time. Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. (Eds. (2003). It involves consideration of fit to the culture of each individual school but also the necessity to equip leaders to engage with their own organizations culture, to sustain, develop or challenge it. , Prosser (1998) has shown how culture is expressed at different levels within an organization, ranging from the individual classroom, to teams of teachers, to the whole school. (1995). Prasad At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. Each of these contexts has a culture that expresses itself conceptually, verbally, behaviorally and visually, and which is a product of the complex interaction of communities, socio-economic contexts and contrasts, ethnic and faith-based values and beliefs, and the history of that community as a whole and of the individuals within it. Ultimately, it is the cultural product/output of the school by which it will be judged, for it will be benchmarked against the cultural expectations that government, society and community have for their schools. Diversity and the demands of leadership. Moller, J. The first proposes four 'ideal type' school cultures, based on two underlying domains; the second, a more elaborate and dynamic model, proposes two 'ideal type' school cultures, based on five underlying structures. International Journal for Leadership in Education, 4(4), 2029. ABSTRACT In 1986, the Halton Board of Education in Ontario, Canada initiated an Effective Schools Project. Ali, A. The government of Thailand sought to introduce the western concept of school-based management, but found this problematic in the context of an existing societal culture, typical amongst the staff of Thai schools, in which deference to senior management and leadership made the introduction of collaborative and distributed approaches to leadership very difficult. Louque, A. Creating this culture of change by constantly challenging the status quo is a contact sport involving hard, labor-intensive work and a lot of time. For example, Walker, Bridges and Chan (1996) provide a rare example of research into the fit of a particular learning approach, problem-based-learning, to a specific cultural context, Hong Kong. ), Educational management: Redefining theory, policy and practice (pp. Cultural diversity and group work effectiveness. Sapre and Ranade (2001, p. 379) deplore the fact that there is very little in modern Indian education that is truly rooted in the culture, tradition and genius of its people. Bajunid, I. R. Professing educational leadership: conceptions of power. (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) We present here a small number of examples in order to illustrate a range of typologies. , & Despite the recognition that culture is an elusive and diverse concept, identifying some of the existing intellectual paradigms of culture is an important starting point. Wong, K. Essentially it makes a questionable assumption. Cultural inputs have many facets these will include the external cultural context (society, community and economy at local, regional and national scales), and the cultures brought to the school by all those engaging with it (teachers, parents, pupils, for example). Macro Relations: Culture and Globalization, Culture and Leadership Global Perspectives, Preparing Leadership for Cultural Fluency, Culture and Leadership Issues and Future Research, International Handbook on the Preparation and Development of School Leaders, Lumby, Walker, Bryant, Bush & Bjork, forthcoming, House, Paul, Hanges, Ruiz-Quintanilla, Dorfman & Mansour 2004, http://www.thunderbird.edu/wwwfiles/ms/globe/Links/process.pdf, http://www.ucea.org/JRLE/pdf/vol1/issue1/Tippeconic.pdf, http://www.ucea.org/JRLE/pdf/vol1/issue1/Walker.pdf, conceptually, through the ideas that are valued and promoted, verbally, through the language, terminology and discourses in use, behaviorally, through the activities, social interactions and rituals that occur, visually, through the designs and styles adopted by the organization in its physical and material components. More research of this kind, exploring fit not only to the dominant culture of the nation/region, but also fit to the multiple cultures within the nation or region would provide a potentially powerful antidote to programs which are currently not culturally inclusive. Stoll, L. . (2004). & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). Goddard, T. & (forthcoming) point up the greater sensitivity within some cultures where responsibility for success is group owned and/ or where maintaining face is a high priority. In fact, Hofstedes work shows very great variation within regions. Developing the argument further, Litvins point is that even within an apparently homogeneous group there will be wide variation in culture related to the multiple characteristics, history and context of each individual. From the approach adopted for teaching and learning, to the cultural values espoused in the pastoral and ethical functions of the school, to the relative value ascribed to possible destinations for pupils beyond school, the fabric of school life will be imbued by these cultural processes. Internationalisation, ethnic diversity and the acquisition of intercultural competencies. Farrar, E. DiTomaso, N. Such a knowledge base would allow theory to be developed in a more culturally aware way. Exploring the cultural context of school improvement in Thailand. & Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. M. D. House, R. J. The result is that most preparation and development takes egalitarian participation and transformational leadership as key (Bush & Jackson, 2002). Archer (1996, p. 1) contends that the notion of culture remains inordinately vague to the extent that poverty of conceptualization leads to culture being grasped rather than analysed. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions.
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