Leadership and intercultural dynamics
The work will explore issues related to educational leadership in various settings in the 21st century. It will argue that the context for leadership within many nation states and international scenarios involves interaction between multiple and diverse social cultures. A further proposition is that...
Saved in:
| Other Authors | , |
|---|---|
| Format | Electronic eBook |
| Language | English |
| Published |
Bingley, U.K :
Emerald Publishing Limited : Information Age Publishing,
2009.
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| Subjects | |
| Online Access | Full text |
| ISBN | 9781806618835 |
| DOI | 10.1108/978-1-60752-901-9 |
| Physical Description | 1 online resource (xv, 347 pages) : illustrations |
Cover
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| 082 | 0 | 4 | |a 371.2 |2 23 |
| 245 | 0 | 0 | |a Leadership and intercultural dynamics / |c edited by John Collard and Anthony H. Normore. |
| 264 | 1 | |a Bingley, U.K : |b Emerald Publishing Limited : |b Information Age Publishing, |c 2009. | |
| 264 | 4 | |c ©2009 | |
| 300 | |a 1 online resource (xv, 347 pages) : |b illustrations | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Foreword / Judith D. Chapman Prologue / John Collard Part I. Theoretical Perspectives Constructing Theory for Leadership in Intercultural Contexts / John Collard Research Methods for Leadership in Intercultural Contexts / John Collard Part II. Working With Indigenous Cultures Culturally Relevant Leadership for Social Justice: Honoring the Integrity of First Nations Communities in Northeast Canada / Anthony H. Normore Leadership in Indian Education: Perspectives of American Indian and Alaska Native Educators / Susan C. Faircloth and John W. Tippeconnic Crossing Cultural Boundaries / Marian Court Conceptualizations of Leadership in Tonga / Seu'ula Johansson Fua Part III. Working in Multicultural Settings American Culture: Latino Realities / Encarnacion Garza, Jr. and Betty Merchant A Critical Discourse Analysis of the Meanings of Hispanic and Latino in the United States / Carlos Martin Vélez and John Collard Muslims in British Schools: Concerns of Learners and Leaders / Saaeeda Shah Intercultural Leadership in an Australian Binational Setting: A Case Study / Kate Sutherland Part IV. Working in International Contexts Changing Conceptions of Learning in Zhejiang Province, China, 2002-2004 / Ting Wang and John Collard Chinese Leaders and Western Discourses 2002-2004 / Ting Wang and John Collard School Leadership in Changing Times: The Case of Belarus / Niklas Eklund, Olof Johansson, and J. Theodore Repa Riding the Waves: Educators, Leaders Practices in Overseas Schools / Elizabeth Murakami Ramalho and Jill Sperandio Shifting Landscapes/Shifting Langue: Qualitative Research From the In-Between / Maricela Oliva Part V. Implications for Future Theory and Practice "Isn't it Rich?" From Past Practice to New Horizons! / John Collard. | |
| 506 | |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty | ||
| 520 | |a The work will explore issues related to educational leadership in various settings in the 21st century. It will argue that the context for leadership within many nation states and international scenarios involves interaction between multiple and diverse social cultures. A further proposition is that the dominant leadership theory and discourse in the past reflects forms of western hegemony and mono-cultural assumptions drawn largely from the Anglo-American worldview. It will argue that such frameworks have limited validity in multicultural societies such as Australia, Britain, Canada, Europe and the USA and with indigenous communities within such nations. These societies contain significant populations which do not share the core values which inform established leadership practice and institutional paradigms in such nations. The consequence can often be insensitivity towards non-mainstream cultures, inappropriate structures, failed interventions and alienation of individuals from major institutions and traditions. Another proposition is that as more developing nations increase in affluence and view education as a key economic strategy, they become increasingly exposed to western discourses about leadership and management. Whilst acknowledging that western traditions have much to offer, there is a danger that this can involve forms of cultural imperialism whereby local traditions are ignored or subjugated. There is a need for developing nations to recognise and value the traditions and practices from their own cultures and assess the extent to which they are compatible with borrowings from other nations. Such processes require a sophisticated degree of reflective analysis to determine potential compatibilities and conflicts. This is an alternative to unmediated cultural borrowing, cloning, and hybridization. Western leadership scholars who work in such contexts have some responsibility to address this interaction instead of blithely offering practices and recipes from their metropolitan world views. The final proposition is that there is a need to develop models and practices for intercultural dynamics which are responsive to intercultural complexity. When these are thoroughly developed there will be clear implications for education. The unique features of this book include; * It introduces a new theoretical perspective on leadership and intercultural issues which builds upon the previous work of cross-cultural theorists from previous decades in educational leadership discourse * It will explore the three primary contexts for leadership and intercultural interaction; with indigenous communities in nation states, with multicultural communities in nation states and with international education and development programs * The book will draw upon a variety of authors from across the globe; from Australia, Britain, Canada, China, Fiji, Hong Kong, Mexico Sweden and the United States * The book will provide opportunities for the development of comparative and wide ranging perspectives within specific fields. For instance students will be able to compare issues related to indigenous education in New Zealand, Canada and Fiji. Multicultural perspectives can be informed by experiences from Britain, Canada and the US. One of the strong chapters in the book is on A First Nation leadership program in the US. International programs can be compared from contexts as diverse as Bellarus, China and Pacific Islands. * As such the book will supplement and challenge the mono-cultural texts which tend to dominate leadership preparation programs in both developed and developing nations. The intended audience for this book includes academics and students in the fields of education, health, public administration and community development in both the developed and developing world. It will also appeal to practitioners in national state and local sites who operate in intercultural contexts. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a School management and organization |x Social aspects. | |
| 650 | 0 | |a Educational leadership |x Social aspects. | |
| 650 | 0 | |a Multiculturalism. | |
| 650 | 7 | |a Education |x Multicultural Education. |2 bisacsh | |
| 650 | 7 | |a Educational strategies and policy: inclusion. |2 thema | |
| 650 | 7 | |a Educational strategies and policy. |2 thema | |
| 650 | 7 | |a Ethnic groups and multicultural studies. |2 thema | |
| 655 | 7 | |a elektronické knihy |7 fd186907 |2 czenas | |
| 655 | 9 | |a electronic books |2 eczenas | |
| 700 | 1 | |a Collard, John, |e editor. | |
| 700 | 1 | |a Normore, Anthony H., |e editor. | |
| 776 | 0 | 8 | |i Print version: |z 9781607520078, 9781607520061 |
| 776 | 0 | 8 | |i PDF version: |z 9781607529019 |
| 856 | 4 | 0 | |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/978-1-60752-901-9 |