Globalisation and Societal Culture: Redefining schooling and school leadership in the twenty-first century

Dimmock, Clive; Walker, Allan David

doi:10.1080/713657474

Cited by 89 publications

(76 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Greenfield & Ribbins (1993) critique the epistemological and ontological assumptions of leadership, pointing out that we need to be concerned more with bridging individual identity, value and emotion with the social structures and systems of an organisation. Gronn (1999) believes that leadership is influenced by culture and society, but we wonder if leadership preparation relates to any degree to such dimensions, given the diversity of the workforce (see Cheng, 1995;Dimmock & Walker, 2000.…”

Section: Early Years Leadership: Views Of Cultural Leadership Transfmentioning

confidence: 99%

“…We reflect on some of the issues to do with vision setting (Gronn, 1999), transformational leadership (Leithwood & Jantzi, 2005), strategic leadership (Davies & Davies, 2005) and cultural leadership (Cheng, 1995;Dimmock & Walker, 2000 and see if the gender of leaders is material or not in the EY context (Boone, 2004). Moss (2006) identified the push by the British government into raising the quality and status of EY practice and provision, but to date there are only a handful of reports from which learning about EY leadership can be discerned.…”

Section: Literaturementioning

confidence: 99%

See 1 more Smart Citation

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Mistry

Sood

2012

Management in Education

View full text Add to dashboard Cite

Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners.

show abstract

Section: Early Years Leadership: Views Of Cultural Leadership Transfmentioning

confidence: 99%

Section: Literaturementioning

confidence: 99%

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Mistry

Sood

2012

Management in Education

View full text Add to dashboard Cite

show abstract

“…Although pedagogical expectations are culturally determined, little is known about the extent to which students not sharing the experience of the IBPYP and MYP focus on inquiry-based learning and iconoclastic approaches will be disadvantaged, yet, this can cause cultural clashes and dissonance as students with different learning experiences struggle to access the IB curriculum (Dimmock and Walker 2000, Allan 2002, Drake 2004, Poore 2005. To emPhasise this difficulty, Drake (2004) considers practical issues such as the cultural frictions for students and teachers in pastoral roles using the example that certain cultures make it very difficult for a student to discuss issues with a teacher of the opposite sex.…”

Section: School Cmentioning

confidence: 99%

An Ethnographic Investigation of Students' and Parents' Perceptions of their International School Experiences

Harrington

2009

Jnl of Research in Internatl Education

View full text Add to dashboard Cite

The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source• a link is made to the metadata record in Durham E-Theses• the full-text is not changed in any wayThe full-text must not be sold in any format or medium without the formal permission of the copyright holders. This thesis uses ethnographic interviews to investigate students' and parents' perceptions of an isolated international school in China and their life in the Test International School (TIS) expatriate community (TIS is a pseudonym).Due to the highly mobile and transient nature of the school population being researched, an ethnographic interview (Spradley 1979) process has been used. A group of five parents and eight international school students were interviewed several times during a six month period (a combined total of 36 interviews) in an attempt to locate their theories of education, their perceptions of life at international school and the expatriate community, and their understanding of the relative benefits/disadvantages of international life compared to their home countries.The purpose of this research is to increase understanding of how parents and students perceive international school education and how their lives in the isolated expatriate school community affects their views and attitudes. Expatriate relocation can be demanding and though multilingual and multicultural challenges can provide enriching experiences, they can also contribute to the stresses of overseas life. It is hoped that the exploration of participants' stories will facilitate deeper understanding of the complexity of mobile expatriate life so that current teaching practices can be improved.We can see from the data many positive aspects of an international school experience, however the findings also indicate the prevalence of a passive form of cultural conflict at TIS international school, most visible between the Korean and non-Korean groups, as well as a 'bubble effect' as expatriates living in compounds become isolated from the local community, which in some cases is seen to be responsible for developing strong negative attitudes towards the host population. These two phenomena threaten the ideals of internationalism which international schools seek to promote.

show abstract

“…Culture dimensions are defined as core axes around which significant sets of values, beliefs, and practices cluster (Dimmock and Walker, 2000 We argue that there is no one true dimension of culture. The logic behind our argument is that there could be one tool as a measure of culture which could adequately determine a dimension in a certain instance, and fail to determine the same dimension in a different context.…”

Section: Dimensions Of Culturementioning

confidence: 99%

“…But, in order to understand the dimensions of culture, it needs to be defined first. According to Dimmock and Walker (2000), culture means "the values, customs, traditions, and ways of living which distinguish one group of people from another". This definition aligns with that of Hofstede (1991), who defines culture as "patterns of thinking, feeling, and acting underpinning the collective programming of the mind which distinguishes the members of one group or category of people from another".…”

Section: Dimensions Of Culturementioning

confidence: 99%

Culture and Leadership: Comparing Egypt to the GLOBE Study of 62 Societies

Elsaid

2012

BMR

View full text Add to dashboard Cite

The purpose of this paper is to improve our understanding of the western conceptions of leadership in competition with emerging leadership paradigms in non-western societies. We examine the societal culture in Egypt using GLOBE's nine cultural attributes and dimensions. Paired sample t-tests were used to test for differences in the Egyptian data that was collected. The data was collected from 142 Egyptian middle managers from 19 organizations from 2008 to 2011. It was compared to the data collected as part of the GLOBE research project. The results showed that Egyptians are most interested in reducing the power distance and increasing the future orientation aspects of their societal culture.

show abstract

Globalisation and Societal Culture: Redefining schooling and school leadership in the twenty-first century

Cited by 89 publications

References 0 publications

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

An Ethnographic Investigation of Students' and Parents' Perceptions of their International School Experiences

Culture and Leadership: Comparing Egypt to the GLOBE Study of 62 Societies

Contact Info

Product

Resources

About