Dialogic spaces: a critical policy development perspective of educational leadership qualifications

Smith, D. M.; Kelly, Darron; Allard, Carson

doi:10.1080/13603124.2015.1116608

Cited by 10 publications

(4 citation statements)

References 11 publications

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“…The case inquiry processes employed within this collaborative leadership project focused on inclusive education and were rooted in the critical case approaches employed by Canadian educators (Porter & Smith, 2011;Smith, 2015aSmith, , 2015bSmith & Goldblatt, 2009;Smith et al, 2016). The tenets of critical pedagogy underpin this critical approach to case inquiry (Apple, 2013;Darder, 2014;Freire, 1970;Giroux 1992;Kincheloe, 2008;McLaren, 1998).…”

Section: Case Inquiry For Leadership Developmentmentioning

confidence: 99%

Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices

Morvan¹,

Smith²

2020

eei

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This article illuminates the significance of exploring intersectionalities within inclusive leadership practices through case inquiry as a critical praxis. Five educational institutions engaged in a partnership focused on exploring the lived practices and professional knowledge of school leaders as they worked towards supporting a vision of inclusive education within their individual school communities. These lived experiences were represented in written cases that have been captured in a provincial resource, Exploring Inclusive Leadership Practices through Case Inquiry (Sider, Maich, Morvan, Specht, & Smith, 2018). Mobilizing the knowledge and practices within this resource and supporting exploration of this knowledge and associated practices through a lens of critical praxis has been one of the key knowledge mobilization components of the June 1, 2019 conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia. This knowledge mobilization event, along with other initiatives, such as the case resource, helped to foster critical dialogue and interrogation related to leadership practices that can support or hinder a vision and enactment of inclusive education within school communities.

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Section: Case Inquiry For Leadership Developmentmentioning

confidence: 99%

Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices

Morvan¹,

Smith²

2020

eei

Self Cite

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“…There is a large amount of international research providing empirical evidence of the importance of educational leadership (Hallinger and Heck, 1998;Kova cevi c and Hallinger, 2019;Leithwood et al, 2008) and addressing the quality of institution heads' leadership (Jäppinen and Ciussi, 2016;Smith et al, 2017;Taipale, 2012). In VET, good leadership is a pivotal condition of educational success because it creates a positive organizational culture that values trust, dialogue and continuous learning (OECD, 2016b), shows directions for strategic development and creates career development opportunities (European Commission, 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Students’ and staff perceptions of vocational education institution heads’ virtues

González

Pīgozne

Surikova

et al. 2019

QAE

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Purpose The relevance of institution leaders’ personal qualities for providing quality education is widely recognized. The purpose of this paper is to explore vocational education and training (VET) institution leaders’ character features. The research question was twofold: What are the features of the character of the pedagogical leaders of three Latvian VET institutions according to students, teachers and institution board members? What are the differences between respondents’ groups regarding their perceptions of leaders’ virtues? Design/methodology/approach Six members of the institution board, five teachers and six students participated in structured qualitative interviews collected in 2013 in three high-quality VET institutions from different fields (tourism, sports and maritime education). Secondary analysis of latent content was used to explore respondents’ perceptions of leaders’ virtues, using software AQUAD 7 for qualitative data analysis. Findings The results revealed significant differences between students’ and staff (teachers’ and institution board members’) perceptions: the staff members appreciated particularly leaders’ performance virtues (“teamwork orientation”) and intellectual virtues (“critical thinking”), whereas, for students, heads’ moral virtues were more relevant, especially “magnanimity”. Respondents also showed concern about VET institution leaders’ civic virtues (“neighborliness,” “community awareness,” and “communicability”). Practical implications The results suggest that different perspectives, and in particular students’ voices, should be integrated in VET leaders’ assessment process and that their continuing professional development should also address their intellectual, moral and civic virtues. Originality/value This study represents an innovative methodological trial for investigating educational institution heads’ leadership from the lens of virtue ethics.

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“…In the modern awareness the leader of a vocational education institution has to comply with such a pedagogical leader as a facilitator, inspirator, broad-minded communicator, risk-taker; they have to comply with such pedagogical leadership characterizing qualities as insightfulness, integrity, enthusiasm, truthfulness and positive thinking (Butt, 2017). The recent studies (Fernandez Gonzalez & Seņkāne, 2015;Mårtensson & Roxå, 2016;Jäppinen & Ciussi, 2016;Çoğaltay & Karadağ, 2016;Smith, Kelly, & Allard, 2017) estimate that quality and effectiveness of education can be attributed to the educational leadership.…”

Section: Continuing Vocational Educationmentioning

confidence: 99%

Pedagogical Leadership Aspects of Latvian Vocational Education Institutions’ Leaders

Pīgozne

Surikova

González

et al. 2019

SIE

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Leadership of vocational education institutions’ leaders is one of the leading resources in order to provide access, quality, competitiveness and sustainability of vocational education. The goal of the research is to analyse leadership of vocational education institutions’ leaders on the basis of the Charismatic, Emotional, Anticipatory, Professional, Participatory, Cultural, Formative and Administrative Dimensions (Gento & González, 2012) identified due to the analysis of scientific literature and normative documents in the context of the vocational education reform. The outcomes of the quantitative research testify that students assess the vocational education institution leaders’ leadership more critically than staff, but from the respondents’ point of view the leadership characterizing criteria such as professionality, emotionality and charisma are assessed the highest in general.

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Dialogic spaces: a critical policy development perspective of educational leadership qualifications

Cited by 10 publications

References 11 publications

Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices

Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices

Students’ and staff perceptions of vocational education institution heads’ virtues

Pedagogical Leadership Aspects of Latvian Vocational Education Institutions’ Leaders

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