(1996). & Analysis of culture embedded in preparation and development programs will involve discriminating between what is rhetorical and what is evidenced. However, Lumby et al. Professing educational leadership: conceptions of power. 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. Decisions to encourage acceptance or critique of the dominant culture and its effect lie at the moral heart of supporting the education of leaders. Mentoring is therefore flavored by ease and acceptance of the views of seniors but sensitivity to negative feedback. Managing diversity in transnational project teams. Two distinctive views of this connection can be identified (Collard, 2006). Corporate rituals: The rites and fituals of corporate life. It would appear that teachers have one view, government another, and various segments of the community still another. 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 (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) (1997). Those undertaking preparation for development may have differing value priorities which are culturally shaped. (2007). 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. Another output lies in the cultural characteristics and values of the young people who are the product of the school once they have completed their time there. Leadership and intercultural dynamics. London: Sage. (2003). (1999). Hoppe, M. H. Culture is shaped by five interwoven elements, each of which principals have the power to influence: Fundamental beliefs and assumptions, or the things that people at your school consider to be true. Leadership for a new century; authenticity, intentionality, spirituality and sensibility. A person in charge is not required. The very public travails of The Ridings School have further heightened the national preoccupation with ineffective schools. Leithwood Lack of uniformity of culture is therefore an issue even among small, apparently homogeneous groups Distinguishing rhetoric from practice is a second challenge. 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. London: Paul Chapman. Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. Culture is so rooted in all aspects of human activity that its all encompassing nature may limit its usefulness in practice to conceptualizing leadership and shaping the development of leaders. | Contact us | Help & FAQs Paul, J. Leading and Managing Education: International Dimensions. Deal, T. This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. (2002). Hanges Gender and race in leadership preparation: a constrained discourse. School culture, school effectiveness and school improvement. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). Although researchers are just beginning to document the effectiveness of the PLC culture, early indications show that it has a significant positive effect on student learning (Lee & Smith, 1996; Louis & Marks, 1998; Stoll et al., 2006; Wiley, 2001). While the analytical models described are helpful in conceptualizing the nature of culture, there are a number of key issues for leaders to recognize in reflecting on their own organizations. & The GLOBE project was undertaken in a business context. Preliminary explorations of indigenous perspectives of educational management, Journal of Educational Administration, 34(5), 5073. . We need to work in organisations, collectively developing an understanding of where they are going and what is important. 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. In the context of education this is seen through the promotion of policies and practices around the globe that have been initially developed in the west, based often on western approaches to educational management and the key concept of economic rationalism. P. W. V. Much of it has been misdirected and some of it wasteful. , Lumby with Coleman (2007) identifies the emotional dimensions of rage, confusion, and anxiety in engaging with alternate cultures (DiTomaso & Hooijberg, 1996; Osler, 2004; Prasad & Mills, 1997; Rusch, 2004). Understanding Schools as Organisations Educational Management & Administration, 26(1), 720. Develops two "ideal culture" typologies (traditional and collegial) and discusses each for its heuristic, conceptual, methodological, and explanatory potential in school effectiveness and school . Firstly, it examines key theoretical models and perspectives on culture. In P. Crawford Wong, K. Watch online from home or on the go. , There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). School culture, therefore, is most clearly seen in the ways people relate to and work together; the management of the school's structures, systems, and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus (Stoll & Fink, 1998) or simply the distinctive identity of . Bajunid (1996, p. 52) argued over a decade ago that in Malaysia there is an urgent need to inspire, motivate and work with relevant and meaningful concepts that the locals are at home and familiar with and to free educational leadership and management from the intellectual domination of Greco-Roman, Christian, Western intellectual traditions (1996, p. 63). (Eds. 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. 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. Rather, cultural competency, the ability to recognize, analyze and engage purposefully with culture at the macro and micro levels is a foundational skill, which positions educational leadership as critical contributors to shaping society and not just the school. In Crossing the great divides: problems of cultural diffusion for leadership in education. M. D. The political perspective would see educational leaders as seeking to generate in their pupils and staff a critical view of society, to challenge existing orthodoxies and to become citizens able to participate in social and cultural change. Preparation of aspiring principals in Singapore: a partnership model. However, process models may not mesh with some cultures. Such a knowledge base would allow theory to be developed in a more culturally aware way. Despite some advances since that time, understanding of culture and its relationship to leadership and its development remains empirically underdeveloped. The School Culture Typology is a self-reflective tool and related activity designed to identify a school-wide perspective of the "type" of culture that exists in a school. Tin, L. , Murphy Essentially it makes a questionable assumption. Educational Management & Administration, Billot, J. Similarly, Louque (2002) challenges the appropriateness of the culture embedded in the selection and development of educational leaders to Hispanic and African American Women. The culture of a school is one of its critical organizational characteristics. Boston: Allyn and Bacon. None is universally applicable nor comprehensive in its utility, yet they provide a range of perspectives to assist in clarifying this miasmic concept. Javidan | Terms & conditions. For example, the balance of time given to study of the legislation relevant to schooling or to the implications of a particular faith, whether Islam, Christianity, or any other, will embed values within the curriculum through the choice of priority reflected in the time allocated. In Lopez, G. R. New York: Teachers College Press. Cultures Consequences, Comparing Values, Behaviors, Institutions, and Organizations Across Nations (2nd ed.). However culture is often defined in broad general terms as, for example, the way we do things around here (Deal & Kennedy, 1982), obscuring complex and contested conceptualizations. Stoll, & Mackay, 2014). 210223). Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. Handy, C. Hargreaves, D. H. , Diversity and the demands of leadership. Leader development across cultures. A more flexible and subtle shaping will be needed. International Journal for Leadership in Education, 4(4), 401414. Bryant, M. For the purposes of this chapter, these two snapshots highlight issues that result from consideration of culture, such as who are the primary leaders and how might the leadership theory used in their development be shaped in response to differing ontological, epistemological and axiological assumptions? This paper aims to explore how the formation of Palestinian teachers' professional identity was affected by their experiences during the violent conflict known as the Second Intifada (2000-2005) and its impact on the school social culture. Cultures and Organisations: Software of the Mind. Metaphorically culture is like the air we breathe; all around us, vital, and yet difficult to discern and to change. Sports. Following our examination of globalization and culture in the previous section, we consider here the picture of culture within educational leadership internationally. (Eds. She challenges whether any classification of humans is tenable in the light of increasing certainty deriving from advances in natural science that whatever taxonomy is adopted, the complexity of human beings, biologically, linguistically and culturally, cannot be placed into easily described categories: Such a perspective suggests that the dominant culture, were it to be discerned with any certainty, would be embedded, unexamined and therefore unchallenged, in preparation and development programs. Gupta There is also a preference to face facts whether positive or negative. Research concerning leadership in multinational corporations defines three components of cultural fluency, cognitive complexity, emotional energy and psychological maturity (Iles & Kaur Hayers, 1997, p. 105). , In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. Instead there are history, context, process, interactivity, power relations and change. Their description of each provides significant detail of the culture of the type. Discernment of the publicly espoused culture, the culture implicit in practice and the desired culture will inevitably comprise a kaleidoscope of differing opinions and wishes reflecting the perspectives of the individuals responsible for the design and delivery of development. London: Paul Chapman. (2007). , The Australian Principals Centre: A model for the accreditation and professional development of the principalship. Prosser, 1998). If culture embeds, among other things, power relations, then the issue of programs matching or challenging dominant cultures becomes a matter of negotiating competing notions of appropriate power relations, political and social structures. El Nemr, M. & How principals manage ethnocultural diversity: Learnings from three countries. Culture can take different forms. Lumby et al. (Eds. While awareness of and reflection on hegemonic theory may be of use, its global dominance in preparation and development seems inappropriate on a number of grounds. T. Hofstede, G. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. What is the significance of time is the organization most oriented towards the past, the present or the future? Foskett, N. Many of our schools are good schools - if this were 1965. The identification of the relevant culture and the group to which it is appropriate is predicated on the notion that humans can be classified, that a specific culture can be assigned to those in a particular geographic area or sharing a particular characteristic such as gender, language, ethnic background or religion. Cincinnati: South Western. & Research in such contexts is still not extensive, although Billot, Goddard and Cranston (2007) report the findings of an international study which explores how leadership in successful multi-cultural schools is exercised in three different national settings (Canada, New Zealand and Australia). It is characterized by very limited research at the within school subunit scale, and by the adoption of generalized models of culture from business and management disciplines at whole-school or national/international scales of analysis. Two other approaches might be more desirable ethically and politically. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. However, these may be taken-for-granted, and only apparent to those designing and delivering development when a lack of fit is pointed out by specific groups. 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. J. , International Studies in Educational Administration. Cultural isolation is difficult, even in societies which seek strongly to conserve traditional cultural values within their educational systems. We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. Paper presented to the Hodgkinson, C. (Eds. Abstract. Hiltrop, J. (1991). Dorfman and House (2004) suggest three competing propositions: that cultural congruence in development and leadership is more effective; that cultural difference can be stimulating and bring about positive change; that leadership is universal activity. Celikten, M. Global forces, national mediations and the management of educational institutions. Bajunid, I. 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. , & Celebration and humour"we feel good about ourselves" a holistic concept. Mabey The capacity of any individual or group to engineer culture is questionable (Adler, 1997; Morgan, 1986). International Journal for Leadership in Education, 7(2),127146. (1996). Two typologies are developed. Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. The former has received very little and the latter a good deal more attention (Gronn, 2001; Heck, 1996). & It enriches the theory related to school culture and the research findings that have been identified in the Western settings. Cranston, N. Adler, N. The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. & 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). Exploring the cultural context of school improvement in Thailand. (1998). The processes of globalization have been a significant feature of all dimensions of society and economy over the last three decades. House (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. Bush His critique suggests that there is insufficient time given in such an approach to understanding existing cultures, both at a general level and in terms of the underpinning key components and variables, and the consequence is cultural imperialism. Towards a framework of investigating leadership praxis in intercultural. Kaur Hayers, P. Mills, M. London: Falmer. Its view of human nature is there a belief that people are essentially good, neutral or evil? The key issue, of course, arising from globalization is that educational leaders will be faced increasingly with challenges to manage cultural change within their institution. In terms of cultural outputs school leaders need to understand both what the external societies expect from the school and what they wish to achieve themselves this will require an integration of their personal and professional values, their vision of the purpose of schooling, and the visions and values of the key external stakeholders. Morgan, G. ), The University Council for Educational Administration: Handbook of Research on the Education of School Leaders, Lumby, J. Bottery asserts that there is a risk through this that there may be emerging a perspective that defines what looks increasingly like a global picture of management practice. & London: Sage. No one theory of leadership is implied. Heck, R. An international perspective on leadership preparation. & as aberrations instead of being endemic to organizations (Hoyle & Wallace, 2005, p. 116). E. The Place of Culture in Social Theory. Davis Hallinger The discourse of diversity: from biology to management. Bjerke, B. (1996). Collard (2006), for example, contends that much of the global level educational development through programs of agencies such as UNESCO and the World Bank is based on an import model which he portrays as a tidal wave of western values, sweeping away existing cultural environments. (1996). For most leaders this provides perhaps the most challenging dimension of leadership, for it is necessary to understand what those cultures are, why they exist and what aspects of them can or cannot, or should and should not, be subject to change to achieve the schools goals. Cross-cultural issues in development of leaders. Ali (1996, p. 7) argues that the Jabria school of Muslim thought, influential in the Arab world, might rule out systematic planning as to plan is in conflict with predestination. Leadership and culture: Conceptual and methodological issues in comparing models across cultural settings. International Journal for Leadership in Education, 4(4), 321332. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . (1996). 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. At first sight these components of culture may be thought to be significantly outside the control of schools themselves. (Eds. What we mean by the term culture is both argued to be generally understood (Lumby, Walker, Bryant, Bush & Bjork, forthcoming) and suggested not to be understood, misunderstood or so variously understood as to be verging on meaningless. (Hargreaves 1995; Maslowski 2001, pp. The second is that cultural plurality is the norm in many educational systems and within most individual schools and colleges. You can find out more in our Privacy Policy. It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. , Chinese culture and leadership. Hothouse culture exists where the pressure is to high academic achievement, typically in response to government or parental pressure to deliver high quality examination results. 143158). It takes the view that culture can be unified and that dissent, anomaly, conflicts of interest or ambiguity are viewed. Rusch, E. Preparing head teachers to respond to these challenges will be a significant challenge, therefore, and this is a focus later in the chapter. eBook ISBN: 9780203872239 Adobe For example, 86% of the worldwide variance on individualism-collectivism and 70% of variance across power-distance are found in Europe (Sparrow & Hiltrop, 1998, p. 73). These are the cultural, verbal, visual and behavioral components of the school in action through which a wide range of cultural messages and aims will be delivered. School leaders work within pressing cultures which sustain themselves by multiple conscious and unconscious mechanisms (Lumby with Coleman, 2007). (forthcoming). Story Changing the culture of a school or of a leadership development program is therefore not a finite endeavor. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. The processes of cultural change in schools have been considered extensively in the literature (e.g. This paper's focus is school culture as 10. Where preparation and development engage at all with culture, the current prevalence of content-competencies (Stier, 2003, p. 84) does not begin to equip leaders with the skills needed to relate to exogenous and endogenous cultures. , (2001). Who. Prosser, J. Leadership is therefore a community property shaped by a complex interrelationship between individuals and context, rather than resulting from individual intent and competition. K. Louque, A. , Bush, T. The implication is that if leadership preparation and development is to aspire to cultural fit, a high degree of sophistication is required. Cambridge: Cambridge University Press. 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. In part this reflects a revolt against the perceived global homogenization of leadership. C. D. However, boundaries are permeable. (1998). (Eds. This book assists people inside and outside schools to . School culture, therefore, is most clearly "seen" in the ways people relate to and work together; the management of the school's structures, systems and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus. He suggests that schools are bastions of conservatism, not centers of social experimentation. Wisdom gained, wisdom given: instituting PBL in a Chinese culture. , In In this line, a study . & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). (1997). A new typology of school-level values is reported in three cultural contexts. Elmes Bjork, L. (2006). Similarly, the selection of teaching staff provides at least an implicit and possibly an explicit mechanism of shaping a key cultural input into the school. Day Lumby, J. Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. The mechanics of diffusion and the appropriateness of the results have been subject to unequal research interest. Secondly, investigations of the cultural fit of transmission and process models of learning would support those responsible for design in making more appropriate choices. DiPaola, M.F. , (2001). 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. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. We would also suggest that pupils, although seldom asked, would hold . Watch Events 3 Live Search by typing your school, event, association. 331360). Trond (2005). Cartwright, M. School Culture Edited by: Jon Prosser Publisher: SAGE Publications Ltd Publication year: 1999 Online pub date: June 19, 2012 Discipline: Education Subject: Social/Philosophical Foundations, School Culture & Climate, Sociology of Education (general) DOI: https:// doi. If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. & P. These elements are but the tangible appearance of the underpinning set of values and beliefs, which shape the intended outcomes of the educational enterprise within a school. Education Leadership Review, 3(2), 2831. Teacher cultures have received most . The (racially neutral) politics of education: a critical race Theory perspective. Jacky Lumby Tuition is $13,400 for the highest grade offered. DiTomaso, N. For example, culture is suggested to both shape and reflect values (Begley & Wong, 2001), philosophy (Ribbins & Zhang, 2004), gender (Celikten, 2005), religion (Sapre & Ranade, 2001), politics (Hwang, 2001), ethnicity (Bryant, 1998) and history (Wong, 2001). Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. 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. Hofstede, G. (2000). Hallinger (2001) also points to the ubiquitous use of theories such as Learning Organization and School Based Management, which are firmly embedded in similar cultural norms. Our intent in this paper is to provide a retrospective of the past few years to provide some helpful insights into the change process in school systems. Librarian resources Speci cally, many scientists believe (Henting, 1997; Bruner, 2000; Stoll & Fink, 2000; Faulstich, 1999) that high-quality and successful changes in education can be achieved by introducing a culture of learning which espouses the holism and integrity of human beings. (1999). Qiang, H. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? Leadership learning the praxis of dilemma management. And, of course, the selection of principals by governors, education boards or regional/national education authorities is a key mechanism through which the cultural inputs to a school will be strongly controlled. Hanges Lumby et al. Culture also impacts on delivery.