Globalized Educational Leadership: Advancing Ethnic Equity and Diversity
DOI:
https://doi.org/10.18063/cef.v3i4.975Keywords:
Educational Equity and Diversity, Productive Leadership, Impact, ChallengesAbstract
Under the wide spread of globalization, immigrant population has constituted an increasing proportion within that of most western countries, characterizing by ethnic and cultural diversity. The concept of educational equity could be ascended to 1990s, considering the leadership that takes account into needs and circumstances of all students varying in ethnic and socioeconomic backgrounds. This essay aims to find out how productive leadership mobilizes a transformative discourse of educational equity and diversity[1], citing literature from a wide range of countries. The key finding is that the productive leadership considering educational diversity and equity has a remarkable impact on the achievements of schools, principals and students, especially on those from minority immigrant group. Moreover, the essay will point out the challenges faced by discourse of leadership then offer recommendations which were not covered in current research.
References
Blackmore, J. 2006. Demonstrating diversity discourses in the field of educational management and leadership. Educational Management Administration and Leadership 34, no.2: 170-200.
Smyth, J. 2008. Australia’s great disengagement eith public education and social justice in educational leadership. Journal of Educational Administration and History 40, no.3: 221-33.
Aristotle, 1985. Niconachean ethics. Ed. W. Kaufman, Mineola, NY: Dover Thrift
Rayner, S., and H. Gunter. 2005. Rethinking leadership: Perspectives on remodelling practice. Special Edition, Educational Review, 57, no.2: 151-62.
Blackmore, J. 1999. Troubling women: Feminism, leadership and educational change. Buckingham: Open University Press.
Niesche, R,. and Keddie, Amanda. 2011. Foregrounding issues of equity and diversity in educational leadership. School Leadership and Management, 31: 1, 65-77.
Sinclair, A. 2007. Leadership for the disillusioned. Crows Nest: Allen and Unwin.
Hayes, D., P. Christie, M. Mills, and R. Lingard. 2004. Productive leaders and productive leadership. Journal of Educational Administration 42, no.5: 520-38.
Johansson, O., A. Davis, and L. Geijer. 2007. A perspective on diversity, equality and equity in Swedish schools. School Leadership and Management 27, no. 1: 27-33.
Grossman, H. 2004. Classroom behavior management for diverse and inclusive schools. Oxford: Roman and Littlefield. Brest, P., and Oshige, M. 1995. Affirmative action for whom? Stanford Law Review, 47. no.5: 855-900.
Fraser, F. 2007. Feminist politics in the age of recognition: A two-dimensional approach to gender justice. Studies in Social Justice 1, no.1: 23-25.
Henze, R.C. 2005. Methaphors of diversity, intergroup relations, and equity in the discourse of educational leaders. Journal of Language, Identity and Education 4, no.4 : 243-67.
Lee, C. D. 2008. Wllance Foundation Disdinguished Lecture. The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility. Educational Researcher 37 : 271-79.
Moses, S., and M. J. Chang. 2008. Toward a deeper understanding of the diversity rationale. Educational researcher 35, no.1: 6-11.
Niesche, R,. and Keddie, Amanda. 2011. Foregrounding issues of equity and diversity in educational leadership. School Leadership and Management, 31: 1, 65-77.
Middlehurst, R., 2008. Not enough science or not enough learning? Exploring the gaps between leadership theory and practice. Higher Educational Quartely 62, no.4 : 322-39.
Juhong, B., and Maloney, T. 2006. Ethnicity and Academic Success at University. New Zealand Economic Papers. Chang, M. J., Witt, D., Jones, J., and Hakuta, K. (Eds.). 2003. Compelling interest: Examining the evidence on racial dynamics in colleges and universities. Stanford, CA: Stanford University Press.
Liu, G. 1998. Affirmative action in higher education: The diversity rationale and the compelling interest test. Harvard Civil Rights--Civil Liberties Law Review, 33, 386-442.
Gomez, H., Falcon, G., and Coronel, J. M. 2018. Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership. Educational Management Administration and Leadership 46, no.3: 441-456.
Chang, M. J., Astin, A. W., and Kim, D. 2004. Cross-racial interaction among undergraduates: Some causes and consequences. Research in Higher Education, 45. no.5: 529-553.
Moses, M. S. 2001. Affirmative action and the creation of more favorable contexts of choice. American Educational Research Journal 38, no.1: 3-36.
Fletcher, J., and Kaufer, K. 2003. Shared Leadership: Paradox and Possibility. In C. L. Pearce and J. A. Conger (eds.), Shared leadership: Reframing the Hows and Whys of Leadership. London: Sage, 21-47.
