Culturally (ir)relevant school leadership: Ethno-religious conflict and school administration in the Philippines

Brooks, Melanie C.; Brooks, Jeffrey S.

doi:10.1080/13603124.2018.1503819

Cited by 30 publications

(22 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Leadership according to Heifetz is a social activity [16]. The principal is the person who has the highest authority in the school, because the principal is responsible for all school activities and plays an important role in improving education's quality and support the academic success of students, especially the students who are marginalized because of race, ethnicity, language, ability, socioeconomic status, gender, and religion [17], [6], [7].…”

Section: Principal's Leadershipmentioning

confidence: 99%

The Principal’s Leadership in Shaping the Character of Indonesia’s Golden Generation: A Literature Review

Jayanti¹,

Hariri²,

Karwan³

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

View full text Add to dashboard Cite

Character education takes an important part in preparing for Indonesia's golden generation. To realize a good character education, school needs an effective leader who is able to prepare a golden generation to help Indonesia to be a better nation and be ready to compete in global competition. The importance of the principal's leadership to design the character golden generation of Indonesia is very interesting to study, and this article aims to review how the principal's leadership in shaping the character of Indonesia's golden generation. There are a number of articles found about the principal's leadership review and their effect on the character of Indonesia's golden generation that was made not only by researchers in Indonesia but also written by foreign researchers. The purpose of this literature review is to find out the role of the principal's leadership in shaping the character of the golden generation of Indonesia. Based on the results of literature reviews from various countries in the world, we found the scope of the article was still limited, so, we wanted to know more deeply and was interested in following up on the discussion about the role of the principal's leadership in shaping the character of Indonesia's golden generation towards demographic bonus 2045.

show abstract

Section: Principal's Leadershipmentioning

confidence: 99%

The Principal’s Leadership in Shaping the Character of Indonesia’s Golden Generation: A Literature Review

Jayanti¹,

Hariri²,

Karwan³

2021

Proceedings of the 2nd International Conference on Progressive Education, ICOPE 2020, 16-17 October 2020, Universitas Lampung,

View full text Add to dashboard Cite

show abstract

“…Leadership according to Heifetz is a social activity (Aravena, 2019). The principal is the person who has the highest authority in the school because the principal is responsible for all school activities and plays an important role in improving the quality of education (Brooks & Brooks, 2019) (Setiyati, 2014).…”

Section: Literature Review a Principal's Leadershipmentioning

confidence: 99%

Participative Leadership Practice in Asia Context: A Literature Review

Hariri¹

2021

ijcsrr

View full text Add to dashboard Cite

The importance of participatory leadership practices in schools attracts researchers to research, and this article is used to test how participatory leadership practices in schools. The review process begins with a search engine, Google Scholar, to search for articles with keywords, participatory leadership. There are several articles on the review of participatory leadership practices especially in the Asian context, which can be found. The purpose of this review is to investigate participatory leadership practices at schools in the Asian context. Based on the results of literature reviews from various countries in Asia, we find that practice. Strong participatory leadership can create structures to facilitate the work of teachers by strengthening organizational belief systems and these factors together encourage student learning and leadership is carried out persuasively creating harmonious cooperation, fostering loyalty and participation of subordinates.

show abstract

“…In defining culturally relevant leadership as a framework for this review, we focus on the characterization provided by Horsford et al (2011; see Figure 1). Their framework complements researched approaches by school leaders to promote educational equity, engagement, and excellence (Beachum, 2011; Blankstein & Noguera, 2015; Brooks & Brooks, 2019; Ezzani & Brooks, 2019; Khalifa, 2018; Khalifa et al, 2016), where school leaders view their commitment as personal and professional. The momentum for culturally relevant leadership began more than 20 years ago with the scholarship of Ladson-Billings’s (1995) culturally relevant pedagogy (CRP) and Gay’s (1994) culturally responsive pedagogy.…”

Section: A Conceptual Framework For Culturally Relevant Leadershipmentioning

confidence: 99%

Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

Mun

Ezzani

Lee

2020

Journal for the Education of the Gifted

View full text Add to dashboard Cite

Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

show abstract

Culturally (ir)relevant school leadership: Ethno-religious conflict and school administration in the Philippines

Cited by 30 publications

References 47 publications

The Principal’s Leadership in Shaping the Character of Indonesia’s Golden Generation: A Literature Review

The Principal’s Leadership in Shaping the Character of Indonesia’s Golden Generation: A Literature Review

Participative Leadership Practice in Asia Context: A Literature Review

Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

Contact Info

Product

Resources

About