School Leadership for Diversity and Inclusion--Meeting the Multicultural Challenge in Sweden

Autor/in	Norberg, Katarina
Titel	School Leadership for Diversity and Inclusion--Meeting the Multicultural Challenge in Sweden
Quelle	In: Values and Ethics in Educational Administration, 8 (2009) 1, (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1703-5759
Schlagwörter	Foreign Countries; School Administration; Instructional Leadership; Cultural Pluralism; Ethnicity; Religion; Second Languages; Educational Change; Public Agencies; Educational Improvement; Municipalities; Inservice Teacher Education; Change Agents; Student Diversity; Program Descriptions; Leadership Training; Democratic Values; Principals; Multilingualism; Disadvantaged; Administrator Attitudes; Ethics; Immigration; Inclusion; Second Language Learning; Swedish; Sweden + Suchen Sie Ihr Suchwort? Ausland; Instruction; Leadership; Bildung; Erziehung; Führung; Kulturpluralismus; Ethnizität; Second language; Zweitsprache; Bildungsreform; Öffentliche Einrichtung; Teaching improvement; Unterrichtsentwicklung; Magistrat; Lehrerfortbildung; Führungslehre; Principal; Schulleiter; Mehrsprachigkeit; Multilingualismus; Ethik; Inklusion; Zweitsprachenerwerb; Schwedisch; Schweden
Abstract	Educational leadership in Sweden has reached a turning point. There is now a widespread acceptance of the fact that Sweden increasingly has many citizens whose origins and/or upbringing are non-European. In turn, the school has become a multicultural meeting place where previous assumptions about curriculum consensus and cultural order have been disturbed. The increased immigration from outside Europe has sharply raised the multicultural issue for Swedish schools. Ethnic and religious diversity and the increasing percentage of students with other traditions and languages have combined to challenge a traditional presumption of homogeneity and have evoked the need for educational changes. The National Agency for School Improvement in Sweden has acknowledged this condition. In response, one of its priorities has been to improve educational circumstances for students in ethnically segregated areas. As a result, an in-service training program was established for teachers in 32 municipalities with the intention of strengthening municipality and school structures and methods as a way to enhance students' progress and attainment. As change agents in these municipalities, school leaders participated in a "Leadership for Diversity" program. Using lectures, group discussions and tutoring, the program aimed to deepen the understanding school leaders have of schooling in a pluralist democracy. Specifically, the goals of this program were: strengthening and developing the principals' understanding and knowledge of multilingualism and ethnicity; enhancing their ability to identify priorities and implement necessary changes; and supporting and developing their courage to reorganize support for marginalized students. This article documents and discusses the responses of 70 principals to this program. (ERIC).
Anmerkungen	Consortium for the Study of Leadership and Ethics in Education. Unit 30, 37 Doon Drive, London ON, CAN N5X 3P1. Web site: http://www.ucea.org/initiatives/ucea-centre-study-leadership-ethics/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01