Overview
- Brings together a diverse set of contextual milieus relating to educational leadership
- Provides depth of analysis, accomplished through methodological rigor and sound investigative practices
- Addresses multiculturalism and multilingualism from a range of different perspectives
Part of the book series: Policy Implications of Research in Education (PIRE, volume 11)
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Table of contents (14 chapters)
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Front Matter
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Introduction
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Front Matter
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Exploring Educational Theory in Practice
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Front Matter
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Case Studies from Diverse Contexts
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Front Matter
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Preparation for Teaching and Leading in Diverse Contexts
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Front Matter
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Implications of Research Findings for Policy and Practice
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Front Matter
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Keywords
- multicultural education
- English Learners
- culturally responsive leadership
- school building leadership
- diverse student populations
- multicultural students
- multilingual schools
- culturally diverse schools
- educational equity
- school leadership preparation
- social justice in schools
- school context
- Multicultural Britain
- Social Justice for English Learners
- Equity and Access to Secondary Schooling in Belize
- Affirming Indigenous Identity
- Inclusive Elementary School for Refugee Students
- Latino Schools
- Language-in-Education Policies
About this book
This volume builds upon emergent understandings about educational leadership and policy in hopes of continuing to refine our understanding of what effective leadership means in linguistically and culturally diverse school contexts. The volume seeks to entrench a deeper understanding of the broader leadership policies and practices that promote the success of linguistically and culturally diverse students, while also recognizing that effective leadership can be highly dependent on context. It offers original empirical research that enhances an understanding of the interdependencies between leadership, culture, language, and policy (i.e., the mechanisms that engender or hinder successful stewardship of linguistic and cultural plurality).
The confluence of school leadership, linguistic diversity, and multiculturalism makes this volume unique, especially considering the pace at which global migration continues to accelerate, coupled with the need to accommodate an array of diverselearning needs in today’s schools.
Reviews
“The authors in this volume challenge us by addressing a variety of leadership issues in a range of diverse contexts, providing insight into linguistically and culturally responsive leadership practice. Given this diversity of contexts, there is no attempt to generalise findings, but there is much in these studies that will resonate with anyone in a position of educational leadership.” (Peter Beech, IATEFL Voices, Issue 280, May - June, 2021)
Editors and Affiliations
About the editors
Sylvia Robertson is a lecturer in Education Studies at the University ofOtago, New Zealand where she teaches in undergraduate and postgraduate programmes and is Director of the Centre for Educational Leadership and Administration (CELA). She is a highly experienced primary practitioner who has held teaching and leadership roles in diverse settings in New Zealand, Australia and England. Sylvia has written and presented on the leadership self, teacher effectiveness, and leadership in high-needs settings. Her research interests include leadership preparation, leadership identity, and management of change. At the time of writing, Sylvia is researching the influence of a new educational leadership strategy on school leadership preparation in New Zealand.
Jami Royal Berry is a clinical associate professor in the Educational Administration and Policy Program (EDAP) in the Mary Frances Early College of Education at the University of Georgia, a co-director of the UCEA Center for the International Study of Educational Leadership, and the president of the Georgia Educational Leadership Faculty Association (GELFA). A sought-after consultant, Dr. Berry has written and presented locally, nationally, and internationally on leadership in high needs schools, culturally relevant educational leadership practices, and the cohort model of instruction. Prior to her university service, Berry was a music teacher and elementary school administrator. She remains active in K-12 education through volunteering in local schools and serving as a board member for several education organizations.
Bibliographic Information
Book Title: Multiculturalism and Multilingualism at the Crossroads of School Leadership
Book Subtitle: Exploring leadership theory, policy, and practice for diverse schools
Editors: Jon C. Veenis, Sylvia Robertson, Jami Royal Berry
Series Title: Policy Implications of Research in Education
DOI: https://doi.org/10.1007/978-3-030-54750-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-54749-3Published: 02 October 2020
Softcover ISBN: 978-3-030-54752-3Published: 03 October 2021
eBook ISBN: 978-3-030-54750-9Published: 01 October 2020
Series ISSN: 2543-0289
Series E-ISSN: 2543-0297
Edition Number: 1
Number of Pages: X, 229
Number of Illustrations: 1 b/w illustrations, 1 illustrations in colour
Topics: Administration, Organization and Leadership, Educational Policy and Politics, Sociology of Education, Language Education, Education, general