Kantamara, P. Introduction. The chapter aims to avoid becoming ensnared in the complexity of culture by confining its discussion to a sample of illustrative examples of both simple and complex conceptualizations. Its view of the nature of truth and reality how does it define what is true and what is not and how is truth defined in the context of the social or natural world? R. Understanding international differences in culture would provide a basis for planning cultural fit in preparation and development programs. The Leadership Quarterly, 7(2), 163187. 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. For example, the East or the West continue to be used as descriptive terms for cultural groups in the context of considering leadership. Transactional leadership, often viewed negatively in many Anglophone countries, may be a more appropriate theoretical basis in many contexts. (2006). Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. In Much of it has been misdirected and some of it wasteful. It involves consideration of fit to the culture of each individual school but also the necessity to equip leaders to engage with their own organizations culture, to sustain, develop or challenge it. Educational Management & Administration, 26(1), 720. 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). , 420421). This paper's focus is school culture as 10. But what is an ineffective school? Hargreaves (1995) developed a different typological model in which he distinguishes formal, welfarist, hothouse, and survivalist school cultures based on the educational priorities of the school in the context of external market environments. Lumby, J. 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. Stoll, L. The challenge for leaders, therefore, is to manage that change in terms of speed, direction or nature to support the organizations goals. Ribbins Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? 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. For example, North American and European development assert a cultural commitment to inclusion and equality for all. . In London: Paul Chapman. Lumby et al. Bjerke, B. Here we shall consider three of these perspectives which we believe provide diverse insights reflections on the tangible components of culture and a number of models of those components in action; consideration of the organizational scales at which culture is important in educational contexts; and a systems view of culture which enables the areas of potential management influence of culture in schools to be identified. In relation to leader preparation and development culture has been framed largely as an issue of diffusion, particularly of Western values and practice applied to the development of leaders in all parts of the globe (Leithwood & Duke, 1998). Brunner In Rejection of the cultural assumptions in preparation and development programs abound on the grounds of gender (Brunner, 2002; Coleman, 2005; Louque, 2002; Rusch, 2004), ethnicity (Bryant, 1998; Tippeconic, 2006), national culture (Bjerke & Al-Meer, 1993; Hallinger, Walker. Head teachers in rural China: aspects of ambition. Whittier Christian High School is a highly rated, private, Christian school located in LA HABRA, CA. C. , In. International Journal for Leadership in Education, 4(4), 401414. Hoppe, M. H. From showcase to shadow: understanding dilemmas of managing workplace diversity. Day (2002). Walker, A. typology of Rosenholtz (1989) differentiates static and dynamic school culture. ), Managing the Organizational Melting Pot: Dilemmas of Workplace Diversity (pp. Hallinger (2001, p. 65) suggests that the primary purpose of schooling is the onward transmission of established culture and values between generations. Subordinates expect superiors to act autocratically. M. In Processual competencies, comprising intrapersonal competencies and cognitive competencies (2003, p.84), are also needed. Qiang, H. The first is that leaders are passive ambassadors of culture. & Leading educational change in East Asian schools. Its view of the nature of human relationships are people essentially collaborative or competitive, do they function best in groups or as individuals? In Leadership learning the praxis of dilemma management. The design of curriculum and delivery is therefore to an extent a cultural guessing game requiring those responsible for preparation and development to hold a high level of cultural fluency themselves and to support the development of cultural fluency in others. 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. Women and leadership: The views of women who are . org/10.4135/9781446219362 Keywords: Stier, J. Conceptualizing the schools culture through such a systems approach helps clarify the challenges for school leaders in relation to culture. & Bajunid., 2005; Sapre & Ranade, 2001; Walker, 2006; Wong, 2001), and faith (Shah, 2006). Preparing leaders involves considering the nature and impact of culture on the crafting of their development (for example, the curriculum or mode of delivery). We need to work in organisations, collectively developing an understanding of where they are going and what is important. (2004). & They may also tackle the issue of how culture can be managed. (Eds. One of the best known divisions was by Stoll and Fink (2000), which distinguishes mobile, . He created a series of descriptors of the culture of schooling with a particular focus on how key cultural characteristics equate to the absence of a productive learning environment. This unique culture will reveal itself through a number of institutional characteristics: While these representations are identifiable and mostly tangible, the illusiveness of the concept of culture lies in the fact that it is an holistic concept which is more than the sum of these component parts. Dorfman M. Cambridge: Cambridge University Press. Mapping the conceptual terrain of leadership: a critical point for departure for cross-cultural studies. There is also a preference to face facts whether positive or negative. A second view, though, is that of leaders as agents of cultural change, as discussed earlier in the chapter. 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). (2005). Everyone expects superiors to enjoy privileges, and status symbols are very important. Research has shown the principal to be a significant factor in school effectiveness (Hallinger & Heck, 1999). School Effectiveness and School Improvement, 12(4), 385408. Librarian resources Creating this culture of change by constantly challenging the status quo is a contact sport involving hard, labor-intensive work and a lot of time. Conflict and change. (2001). Leadership and Organization Development Journal, 14(1), 3035. Leader development across cultures. Stoll and Fink (1992) think that school effectiveness should have done more to make clear how schools can become effective. , Secondly, it considers the important issue of the macro relationship of culture and globalization. & A person in charge is not required. 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). (1999). Stoll and Fink (1996) developed a model in determining the school culture. Ruiz-Quintanilla, A. We will explore the concept of school culture from the perspective of teacher subcultures and the categories devised by Dalin and Stoll & Fink We will relate issues on school culture to your placement school We will develop an appreciation for how important school culture is in the process of curriculum change Teacher subculture can be based on: , , Fullan, M. Bhindi (2000) Leadership and Culture in Chinese Education. Powell, Farrar and Cohen (1985) used research from fifteen high schools to depict a culture of easy and uncritical acceptance of underachievement. The concept of culture has appeared frequently in analyses of both. every organization must have a person in charge, acute awareness of the expenditure of time, an obligation to accommodate others right to participate. Louque, A. As within continents or regions, within each nation, a common culture cannot be assumed, the differences between the culture of Native Americans, Hispanic and African American women and that of white males within the United States being an example given above. & G. Mansour, J. M. Education. Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). In this set article, Professor Louise Stoll explores the relationship between school culture and school improvement. Choices will continue as culture evolves and the perspectives of all players mutate over time. N. R. J. Improving. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). A tentative model and case study. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them .
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