Culturally Responsive Leadership in a Diverse School

Madhlangobe, Lewis; Gordon, Stephen P.

doi:10.1177/0192636512450909

Cited by 59 publications

(65 citation statements)

References 10 publications

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“…Inclusion is usually viewed from an assimilationist perspective, premised upon 'mosaic multiculturalism', wherein a mosaic of different 'cultures' aggregates into a harmonious unity. Moreover, this discourse is raised on a bureaucratic leadership model that prevails over a culturally responsive leadership (Johnson, 2014;Madhlangobe and Gordon, 2012) and impregnates the development of school policies.…”

Section: Discussionmentioning

confidence: 99%

“…Common practices include emphasising high expectations for pupil achievement, incorporating the history, values, and cultural knowledge of pupils' home communities in the school curriculum, working to develop a critical consciousness among both pupils and faculty to challenge inequities in the larger society, and creating organisational structures at the school and district level that empower pupils and parents from diverse racial and ethnic communities. (Johnson, 2014: 148) According to Madhlangobe and Gordon (2012), putting a culturally responsive leadership into practice included six themes in the development of school policies, on three levels -personal, environmental and curricular -caring, building relationships, being persistent and persuasive, being present and communicating, modelling cultural responsiveness and fostering cultural responsiveness among others.…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership

Hurtado¹,

Falcón²,

Coronel³

2016

Educational Management Administration & Leadership

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The aim of this article is to examine how school principals perceive cultural diversity and management. To this end, qualitative research was carried out for one semester in four secondary schools in Andalusia (Spain). Through interviews and discussion groups, triangulated with other qualitative research techniques, we explored the mindset and attitudes that the principals of these schools have towards cultural diversity and the importance of leadership in managing it positively, as well as the actions they take in this area. The outcomes highlight a negative conception of diversity (identified as a source of problems) and the predominance of a management model based on assimilation and compensation. In general, the principals do not perceive it to be their responsibility as educational leaders and practise a fundamentally bureaucratic leadership focused on management of immigrant pupils rather than their social and academic integration. The findings highlight the need to implement an educational leadership that promotes the development of an inclusive professional culture, the creation of collaboration networks and the celebration of difference.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership

Hurtado¹,

Falcón²,

Coronel³

2016

Educational Management Administration & Leadership

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“…In our synthesis of the literature below, we also mention the interconnectedness of the strands, and we note the importance for other researchers to further refine this body of literature. Is committed to continuous learning of cultural knowledge and contexts (Gardiner & Enomoto, 2006) Developing teacher capacities for cultural responsive pedagogy (Ginsberg & Wlodkowski, 2000;Voltz, Brazil, & Scott, 2003) Accepting indigenized, local identities (Khalifa, 2010) Developing meaningful, positive relationships with community (Gardiner & Enomoto, 2006;Walker, 2001) Displays a critical consciousness on practice in and out of school; displays self-reflection (Gooden & Dantley, 2012; Collaborative walkthroughs (Madhlangobe & Gordon, 2012) Building relationships; reducing anxiety among students (Madhlangobe & Gordon, 2012) Is a servant leader, as public intellectual and other roles (Alston, 2005;Gooden, 2005; Uses school data and indicants to measure CRSL (Skrla, Scheurich, Garcia, & Nolly, 2004) Creating culturally responsive PD opportunities for teachers (Ginsberg & Wlodkowski, 2000;Voltz et al, 2003) Modeling CRSL for staff in building interactions (Khalifa, 2011;Tillman, 2005) Finding overlapping spaces for school and community (Cooper, 2009;Ishimaru, 2013;Khalifa, 2012) Uses parent/community voices to measure cultural responsiveness in schools (Ishimaru, 2013;...…”

Section: Crsl Behaviorsmentioning

confidence: 99%

Culturally Responsive School Leadership

Khalifa

Gooden

Davis

2016

Review of Educational Research

714

804

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Culturally responsive school leadership (CRSL) has become important to research on culturally responsive education, reform, and social justice education. This comprehensive review provides a framework for the expanding body of literature that seeks to make not only teaching, but rather the entire school environment, responsive to the schooling needs of minoritized students. Based on the literature, we frame the discussion around clarifying strands-critical self-awareness, CRSL and teacher preparation, CRSL and school environments, and CRSL and community advocacy. We then outline specific CRSL behaviors that center inclusion, equity, advocacy, and social justice in school. Pulling from literature on leadership, social justice, culturally relevant schooling, and students/communities of color, we describe five specific expressions of CRSL found in unique communities. Finally, we reflect on the continued promise and implications of CRSL.

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“…Researchers have found that one key to increasing equity in schools is for educators to build supportive, culturally responsive relationships with other educators, students, and parents (Jacobs, et al, 2013;Madhlangobe & Gordon, 2012). The example I provide below is one in which Rosa Peña (2009), a principal in an urban elementary school, sought to document the dispositions and behaviors of teachers who built supportive, responsive relationships, and to use her research as a basis for professional development for all teachers in the school.…”

Section: Equity Researchmentioning

confidence: 99%

Expanding Our Horizons: Alternative Approaches to Practitioner Research

Gordon

2016

JPR

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Many who write about and engage in practitioner research view it as a single concept that calls for the PK-12 educator to follow a distinct set of principles and carry out a particular set of procedures. In fact, there are a variety of types of practitioner inquiry, with different purposes, principles, and processes. My purpose in this article is to describe five different types of research, all of which are viable options for practitioner inquiry, with the most appropriate model for an individual, group, or school depending on organizational context, educational needs, and practitioner preference. Along the way, I will provide realworld examples of each type of research. Many of the examples will come from my own work with practitioners, others from the literature. Since my purpose is to provide an overview of each type of research as its developers intended it to be used, I have chosen successful research for my examples. I will focus primarily on distinct approaches to practitioner inquiry based on each approach's purpose; however in the examples I give of practitioners using the various approaches I will include illustrations of research being carried out by teachers, leaders, and teachers and leaders together; with and without outside facilitators; and at the classroom, small-group, and whole-school level. Pragmatic Research Pragmatic practitioner research is not identified as such merely because is practical (as all practitioner research should be), but rather because it is based on the educational philosophy of pragmatism as espoused by Peirce, James, and especially Dewey (Hammond, 2013; Stark, 2014). The dual purpose of pragmatic practitioner research is to solve a concrete problem and to develop new knowledge through the problem-solving process that will improve future practice. A problem is defined as an individual or group experiencing dissonance between the desired situation and reality (Demetrion, 2000). In pragmatic research the individual or group identifies a problem and acts on the problem by gathering data, reflecting on that data, hypothesizing a solution, testing the solution, gathering data on the effects of the improvement effort, and making necessary adjustments. Consistent with Dewey's philosophy, pragmatic action research connects action and reflection throughout the research cycle. Dewey argued that authentic experimentation, reflection, and knowledge creation require a democratic environment, and research on pragmatic practitioner inquiry has borne this out: schools with democratic leadership have been more successful in their efforts at pragmatic research than those with authoritarian leadership (Gordon, Stiegelbauer, & Diehl, 2008). Pragmatic practitioner research also embraces the pragmatist belief that one's environment is constantly changing and thus problem solving and the generation of new knowledge must be continuous; in schools that fully embrace pragmatic action research, it is ongoing, with new cycles of action research initiated to address new problems. Pragmatic practitione...

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Culturally Responsive Leadership in a Diverse School

Cited by 59 publications

References 10 publications

Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership

Perceptions of secondary school principals on management of cultural diversity in Spain. The challenge of educational leadership

Culturally Responsive School Leadership

Expanding Our Horizons: Alternative Approaches to Practitioner Research

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