Leading the Flock: Examining the Characteristics of Multicultural School Leaders in Their Quest for Equitable Schooling

Autor/in	Vassallo, Brian
Titel	Leading the Flock: Examining the Characteristics of Multicultural School Leaders in Their Quest for Equitable Schooling
Quelle	In: Improving Schools, 25 (2022) 1, S.22-36 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480221999133
Schlagwörter	Equal Education; Multicultural Education; Instructional Leadership; Elementary Schools; Leadership Role; Social Justice; Administrator Characteristics; Educational Principles; Leadership Styles; Inclusion; Trust (Psychology); Foreign Countries; Malta + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Instruction; Leadership; Bildung; Erziehung; Führung; Elementary school; Grundschule; Volksschule; Soziale Gerechtigkeit; Bildungsprinzip; Führungsstil; Inklusion; Ausland
Abstract	The quest for educational leaders to enact social and equitable schooling requires ongoing critical transformations that cannot be alienated from contemporary educational discourses and practices. Enacting social justice and equitable schooling poses an unparalleled challenge on the shoulders of risk-taking visionaries, who meticulously attempt to transmit their beliefs and values into the daily routine tasks at school, rather than plotting futuristic management scenarios. The study seeks to explore the multifaceted role of primary school leaders in the daily struggle to diffuse the principles of Multicultural Education for more just and equitable schooling. For this purpose, qualitative data measures were employed to determine the extent of which participants in the study mirrored the review of literature and research questions. The Critical Incident Technique was particularly useful as it allowed the collection for a large number of incidents occurring over a number of years, from a small number of people in a relatively short time. Analyses proceeded by identifying culturally responsive leadership practices and the application of critical race theory. Results identified seven core characteristics, present in school leaders who professed strong adherence to the principles of Multicultural Education. This suggests the need for emerging models of educational leadership to effectively respond to the increased diversity in our schools and to further establish the connections between multicultural educational leadership and equity schooling. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01