This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools. It contributes to an existing research field that studies diversity and ethical leadership in schools.
The social dimension of school leadership is not limited to issues related to equality and equity, or social inclusion. The capacity of leaders to promote civic-mindedness and social cooperation, consensus and acceptance of others, the right balance between freedom and duties, and reciprocity of obligations, are essential to maintain democratic rights and facilitate the life together while respecting ethnic and cultural differences. Therefore, the book gathers contributions from a range of international authors capable of reporting these moral and cultural features, while broadening the research perspectives on school leadership.
Author(s): Romuald Normand, Lejf Moos, Min Liu, Pierre Tulowitzki
Series: Educational Governance Research, 16
Publisher: Springer
Year: 2021
Language: English
Pages: 291
City: Cham
Foreword 1: Principled Autonomy and Educational Leadership
References
Foreword 2: Situating Educational Leadership in the Nation State
Foreword 3: The Betweenness of School Leaders
References
Contents
About the Contributors
Part I: Introduction
Chapter 1: An International Comparison of Cultural and Social Foundations of Educational Leadership
Educational Leadership in Political Contexts of Accountability and Marketization
Multiple Governance Regimes Under the Influence of the Neo-Liberal Turn
Educational Leadership and Its Social, Moral, and Cultural Components
Considering Educational Leadership Beyond the Critique of Managerialism
Educational Leadership Embedded in Common Life, Ethics and Principles of Justice
Educational Leadership at the Crossroads of Moral Conventions and the Sense of Justice
The Chapters
Overview of Chapters
Section 2: Nordic Countries
Section 3: Continental Europe
Section 4: Anglo-American Countries
Section 5: Asian Countries
Section 6: Discussion
References
Part II: Nordic Countries
Chapter 2: School Leadership in Denmark: Between Two Historical and Contemporary Discourses
Introduction
Two Societal Governance Discourses
Societal Background in the Welfare State
Two Educational Discourses
The Democratic Bildung Discourse
The Outcomes Discourse
School Leadership Relations
Relations in Contracts: Mistrust and Trust
Relations: Sensemaking
Education for Creativity
Education for Equality
Education for Community Participation
Classrooms as Communities
Subjectification
Communication and Participation
Borrowing: Comparisons and ‘Best Practice’
References
Chapter 3: Culture, Structure and Leadership in Sweden: National Accountability and Local Trust
The Swedish Educational Policy Context
The Swedish Education Context
Policy on Teachers and Principals
The Swedish Curricula
Purposes, Common Goods, Values and Moral Foundations
Principles of School Organisation and Leaders’ Responsibilities
Conclusions
References
Chapter 4: Images of Norwegian Educational Leadership – Historical and Current Distinctions
Introduction
The Social Democratic Welfarist Legacy
The Growth of Neo-Liberal Reforms in Education
Key Principles for Organising and Leading Schools
Conceptualising Leadership Over Time
Tracing Learning Trajectories and Attendant Identity Construction
Framing Successful School Leadership
Leadership for Social Justice and Democracy in the Context of Managerial Demands
Concluding Remarks
References
Chapter 5: The Cultural and Social Foundations of Ethical Educational Leadership in Finland
Overview of the Historical, Political and Cultural Embeddedness of the Educational System in Finland
Brief Characterization of the Concept of Education in Finland
Presentation of Constituents and Principles of School Organisation and Responsibilities of Leaders from a Social and Cultural Point of View
Illustration of Values and Great Principles of Justice on Which Leadership Practices Are Based Within the Educational Community
Characterization of the Concept of Ethical Educational Leadership as It Is Understood in the Culture of Finland and by Finnish Educators
References
Part III: Continental Europe
Chapter 6: Leadership and French Principals: An Unthinkable and Paradoxical Moral Agency
Introduction
French Education Between Tradition and Modernity: A Brief Archaeology of the Republican Project
The Heritage Values of French Education as a Common Background
Napoleon’s Legacy in Educational Administration
The Philosophical Tradition of the Enlightenment as a Republican Project
A Second Modernity: Education as the State Case Against Catholic Interests
Professional Bureaucracy, Corporatism, and Reluctance to Managerial Ideas
Technostructure, Professional Bureaucracy and Corporatism
Modernizing Policy, Accountability, and Reluctance to Managerial Ideas
Public Education as an Ideological Battlefield for Interest Groups
Could “Managers of the Republic” Be Considered as “Leaders”?
French Principals and Their Difficult Relationships with Management
The Leadership of French Principals and Some Tensions in Their Professional Stance
How Do French Principals Think About Their Moral Agency?
An Ethical Principal at the Boundaries of School Leadership
Conclusion
References
Chapter 7: Images of Educational Leadership in Switzerland
Overview of the Educational System in Switzerland
Brief Characterization of the Concept of Education in Switzerland
Presentation of the Constituents and Principles of School Organization and Responsibilities of Leaders
Illustrations of Values and Great Principles of Leadership Practices
Characterization of the Concept of Educational Leadership as Understood in the Culture of Switzerland
Concluding Remarks
References
Part IV: AngloAmerican Countries
Chapter 8: Self-Interest and Altruism: How English School Leaders Navigate Moral Imperatives in a High Stakes Culture
A Brief History of the English Education System
A Move to High Autonomy/High Accountability
Ethical Standards in School Leadership
Questionable Leadership Behaviours in English Schools
Changing Times Ahead?
References
Chapter 9: School Effectiveness in U.S. Amid Crisis: Moral Capacity Building for Social Justice Leadership
Educational Equity and the Legacy of the Civil Rights Movement
Leadership Typology and Leader Preparation
Typology of Leadership Effectiveness
Leadership Preparation
Moral Capacity and Leadership for Social Justice
Unpack and Abolish Deficit Perspectives
Create Authentic Connections with the Community
Advocate for Equity and Remove Barriers
Conclusion
References
Chapter 10: School Leadership in the United States: Evolving Responsibilities in Times of Change
Introduction
U.S. Context of Schooling
The Accountability Movement
Diversity and Equity
Emerging Demands for School Leaders
Key Responsibilities for School Leaders
Building Instructional Capacity
Shaping School Culture
Bridging School, Home and Community
Implications
Conclusion
References
Chapter 11: Educational Leadership for Social Justice: Bringing Connection, Collaboration and Care from Margins to Centre
Overview of Historical and Cultural Elements Which Inform the New Zealand Educational System
Educational Policy and Systems
Leading for Social Justice: Definitions and Themes Within Education
Research Design
Introduction to the Educational Leaders
Research Findings
Social Justice Leadership Was an Embodied Practice Informed by Previous Experiences
Social Justice Leadership Was Transformative Leadership
Leadership for Social Justice Was a Moral Practice
Social Justice Leadership Was Culturally Responsive Leadership
Social Justice Leadership Was Professional Activism
Social Leadership Was Challenging and Impacted on Personal Wellbeing
Conclusion
References
Part V: Asian Countries
Chapter 12: Social, Political and Cultural Foundations of Educational Leadership in Singapore
Historical, Political and Cultural Backstory of Singapore
Establishment of Key Values Shaping Socio-political Values and Leadership Since 1965
The Instrumentalist Purpose of Education
A Historical Overview of Singapore’s Educational Policy Landscape Since Independence
Survival-Driven Education (1965–1978)
Efficiency-Driven Education (1978–1997)
Ability-Driven Education (1997–Present)
School Organization and Responsibilities of Leaders
The Concept of Leadership in Singapore Schools
Dependency, Responsibility, and the State-Citizen Leader-Community Compact
Conclusions
References
Chapter 13: Educational Leadership and Reforms of Governance in China
Ancient Thoughts
Principal’s Leadership: From Tradition to Distributed Leadership
School Groups: From Successful School to Networked Leadership
A Mixture of Leadership Models in Educational Governance
China Model
Conclusion: Leadership and the Future
References
Part VI: Discussion
Chapter 14: School Leadership in Search of Common Goods and Complex Equality: An Alternative to Neoliberal Vision
Social and Ethic Leadership Between Managerial Techniques and Accountability Systems
Different Legacies in Cultural and Moral Visions: Comparing School Leadership in the USA and China
Cultural and Moral School Leadership Western Europe: Commonalities and Divergent Paths
School Leadership, Welfare, and the Sense of Social Justice
School Leadership and Theories of Justice: Contributions of Political Philosophy
School Leadership Between Social Justice, Recognition of Differences, and Welfarist Redistribution
Moral Conventions of School Leadership. Professional Situations and Common Goods
Coming Back to Ethics: School Leadership as a Shared Responsibility in a Community of Practices
Following John Dewey. School Leadership, Collective Inquiry, and the Maintenance of Public Interest
References
